Abstract
This study determined the effectiveness of scenario-based microlearning strategy in improving the basic science process skills in self-directed learning of sixth grade students. Descriptive correlational through a pre-test – posttest and survey strategies was utilized. The pretest and posttest results measured the effectiveness of the strategy in improving the basic science process skills whereas the survey results were correlated to identify the significant relationship between the students’ use of scenario-based microlearning strategy and their post-test scores. The findings indicated that respondents were very satisfied on the use of the strategy as to scenario construct and its alignment to learning style. They feel satisfied in terms of the content covered and form which revealed their very high level of planning and changing skills. The pretest and posttest showed a significant difference in all terms, except for classifying. A significant relationship was revealed between the students’ use of the strategy and their posttest scores as well as the use of the strategy and level of self-directed learning skills. The findings suggest the use of scenario-based microlearning strategy as an alternative approach in teaching science to improve the basic science process skills and self-directed learning skills of learners.
Keywords: scenario-based microlearning strategy, basic science process skills, self-directed learning, perceived experience
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