Scenario-Based Microlearning Strategy for Improved Basic Science Process Skills in Self-Directed Learning

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.


Introduction
The science education aims to develop scientific literacy among students. As such, the curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as a critical-problem solver, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. With the demanding nature of subject objectives, content and processes are interrelated; without science content, learners will have difficulty in developing science process skills. Development of science process skills among elementary learners is significant because it the foundation of learning more complex skills. This means that developing these student's skills enable them to understand the knowledge or concepts, independently discover and acquire necessary facts, concepts, and values.
According to Karamustafaoglu (2011) as cited by Supriyatman and Sukarno (2013), science process skills (SPS) includes observing, asking questions, classifying, measuring, and predicting while NARST.org refers to observing, inferring, measuring, communicating, classifying and predicting. Ostlund (1992) as cited by Ergül et al. (2011) affirms that SPS are the building-blocks of critical thinking and inquiry in science. Unfortunately, learners showed low performance in the national and international science subject assessments. Results also show that among the subjects being taught in the class, science is one of the subjects gaining low Mean Percentage Score (MPS) along with English and Mathematics. According to SEI-DOST & UP NISMED (2011), the reasons affecting students' performance include the quality of teachers, the teaching-learning process, the school curriculum, instructional materials, and administrative support.
With various learning modalities during pandemic, Self-Learning Modules (SLMs) are the primary learning resources for the learners aside from textbooks and other printed materials.
However, some learning modules and textbooks fail to arouse students interest because of large masses of data or content information. They find it difficult to absorb large amount of information being presented in the SLMs and textbooks. Likewise, they may not see the relevance of the topics to their personal lives because some activities were not contextualized.
Learning Modules given to the learners are self-directed, this means that leaners also need to have the skills for learning aside from the skills that they need to perform in science lessons. In self-directed learning, individuals must know how to take charge of their learning including the processes of planning, developing, adapting and changing (Brandt, 2020). This is the process 56 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4 where individuals take time to plan, continue and evaluate their learning experiences (Merriam & Baumgarther, 2020). However, students are disadvantaged with some distractions at their home learning environment.
Given the challenges and difficulties in learning science in the new normal of education, instructional materials, teacher's methodology, integration of technology and learner's skill development, this study assessed the researcher's implementation of the student-centric scenariobased microlearning strategy in science to see its effectiveness and its relationship to the learners' basic science process skills and self-directed learning skills.

Scenario-Based Microlearning
Scenario-Based Learning (SBL) is a useful method for active learning like case-based education and uses a realistic setting in which challenges are given in a certain order and options are available to help the learner achieve a goal (Tupe, 2015). As a method of life-like scenarios, it uses digital media to give context to training content and make the topics more relatable (Galhotra, 2020). It is also a method to organize instructional materials with chunked scenarios that learners are efficiently able to learn (University of Wisconsin, 2015). The framework starts with informing a scenario by providing text and images followed by decision making through multiple choice and the like and reviewing decisions made by providing additional instruction.
SBL is a great instructional strategy in an online training as it utilizes active learning approach where real-life scenarios offer relatable learning experiences (Jagga, 2021). According to Sengupta (2019), it works in developing hard skills which involve the cognitive part of the brain because it creates emotional and behavioral connection with the learner. In addition, learners develop soft skills in making choices and relating them to the situation. It also promotes situational awareness because students can learn making correct decision based on the given scenario. This strategy creates authentic experience and learning in a safe training environment that learners can apply what they learned with confidence (Sheldon, 2020).
A microlearning approach is necessary to make SBL more effective. This extra is the broad range of scenarios or situations that train people skills and situational awareness. A content-rich story engages emotion and learners feel the relatedness to the topic. Storytelling scenarios when implemented with static picture, text, animated or live videos can be interactive for learners (Maddox, 2018).

Basic Science Process Skills and Self-Directed Learning
Science process skills involve means and methods to reach scientific information that allow pupils to think scientifically (Yumusak, 2016). The theory, principles, and laws are part of science content which are included in scientific knowledge (Erturk et al., 2010). It refers to the basic skills of facilitating learning, allowing learners to be engaged and participative, developing autonomy, retention of learning and providing solution to a problem through research. Science process skills are divided into two groups: basic and integrated process skills. The basic process skills include observing, asking questions, classifying, measuring and predicting while integrated process skills include identifying and defining variables, interpreting data, manipulating materials, recording data, formulating hypotheses, designing investigations, making inferences and generalizations (Karamustafaoglu, 2011). When an individual learned these things, they are learning scientific knowledge through science process skills. The science process is beneficial not only in science, but in every scenario that necessitates critical thought. Observing traits, measuring quantities, sorting/classifying, inferring, forecasting, testing, and communicating are examples of science process abilities (Vitti and Torres, 2016).
Self-Directed Learning (SDL) is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (Kamilali & Sofianopoulou, 2013). As cited by Brandt (2020), SDL includes five processes: one's initiative in identifying his needs, identifying their goals, determining resources needed, ability to discern, and assessing and evaluating learning outcomes. In SDL, the responsibility to learn shifts from an external source (teacher, etc.) to the individual. Control and active involvement of the learner in the learning process is crucial in this process. It includes the conceptualization, design, implementation and evaluation of learning guided by learners (Brookfield, 2009) and may be referred to as a method of organizing learning which learners control the task of learning. In order to achieve learning objectives, individuals take responsibility for their own learning and embrace individual autonomy and preferences (Kaufman, 2003).

Theoretical Framework
The theory of situated learning, cognitive load, and information processing served as the bases for the conceptualization of the study.
Situated learning theory argues that learning best happens in the context of the experience. It gives great emphasis on building understanding through relating and interacting with others. Situated learning provides learners the chance to be engaged with real-life events, problems, and tasks in a context. Students learn better when presented with realistic problems which they need to think through and act on it (Kurt, 2021). As such, this theory illuminates the elements of scenario-based microlearning strategy where learners are offered with contextualized scenarios related to experiences.
Cognitive Load Theory suggests that learning happens best under conditions that are aligned with human cognitive architecture. It is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition (Solomon, 2018). The theory of cognitive load can be best applied in the areas where learning concepts are complex or challenging competencies. It is evident that people will have difficulty in learning broad lessons and dividing the learning task little by little from broader to specific would help the learners achieved learning goals.
Information Processing Theory by George Miller has two theoretical ideas. One concept is "chunking" and the capacity of short term memory. A chunk could refer to digits, words, chess positions, or people's faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory. An example of chunks is the ability to remember long sequences of binary numbers because they can be coded into decimal from, this way the chunks are meaningful.

Methodology
The study employed descriptive correlational and pre-test -posttest design for mustering necessary information and data. A correlational research design investigates relationship between variables without the researcher manipulating any of them (Bhandari, 2022). On the other hand, in descriptive comparative design, the researcher manipulated an independent variable and measure its effect on a dependent variable. It was utilized since the study aimed to determine the effectiveness and relationship of scenario-based microlearning strategy in improving the respondents' basic science process skills and self-directed learning. The respondents of the study were the group of Grade six pupils enrolled in one public elementary school in the Division of Quezon Province in the Philippines during the academic year 2021-2022. The group has 40 students under the teaching supervision of the researcher as Science 6 teacher. The grade six pupils were chosen as the respondents of the study as they experienced distance learning and has been using Self-Learning Modules since academic year 2020.
The researcher-made pretest and posttest exam, composed of 50 item multiple-choice questions based on the competencies in the third grading quarter of Science 6, assessed the respondents' basic science process skills before and after the implementation of the strategy in terms of observing, inferring, communicating, classifying, and predicting. A researcher-made survey questionnaire on the perceived experience of the respondents on the use of the strategy was administered after the implementation. It was based from the elements of scenario-based microlearning in terms of scenario-construct, content covered, alignment to learning style and form. Another researcher-made survey questionnaire on the assessment of the level of selfdirected learning skills was also given after the exposure to the strategy. Specifically, there were five statements in each self-directed learning skill namely: planning, developing, adapting, and changing. Both survey questionnaires used a four point Likert-scale where the respondents may agree or disagree. These survey questionnaires were validated by a supervisor, a school head, two master teachers, and a language expert and it went through pilot testing and reliability test.
The reliability test performed on the assessment of the level of self-directed learning skills of the respondents revealed that self-directed learning skills in terms of planning had internal consistency of 0.715 interpreted as "acceptable" and while developing, adapting, and changing had internal consistency of 0.824, 0.873, and 0.803 respectively and interpreted as "good".
Lesson exemplars utilized in this study was based from the scenario-based microlearning Assimilation) lessons. The materials were checked and validated by a district content evaluator, language evaluator, and technical evaluator.
The gathered data obtained were analyzed by utilizing both descriptive and inferential statistics. Mean and standard deviation were used to describe the responses of the learners in terms of perceived experience on the use of scenario-based microlearning strategy and the level of self-directed learning skills. Frequency count and percent distribution determined the number and portion of respondents in different performance level in terms of basic science process skills test. In determining the significant difference between the mean pre-test and mean posttest scores of the respondents, paired t-test was utilized. Pearson Product-Moment Correlation were used to calculate the significant relationship. Table 1 shows the result of the survey on the perceived experience of the respondents on the use of scenario-based microlearning strategy in terms of four categories namely; scenarioconstruct, content covered, alignment to learning style and form. Each category is composed of five indicators where the respondents provided their level of agreement and satisfaction.

Findings and Discussion
In terms of the perceived experience as to scenario construct, the overall mean of 3.525 reveals that the respondents strongly agree towards the statements. This means that the respondents are very satisfied with how the scenarios are constructed in the lessons. The students perceived that scenarios used in the lessons are relatable, reflective, motivating, engaging, and help them solve problems or activities. These are similar to Jagga (2021) that SBL is a great instructional strategy in online training because it utilizes active learning approach where reallife scenarios offer relatable learning experiences.
As to the perceived experience on how the content is covered in the lesson, the overall mean of 3.465 reveals that the respondents agree towards statements. This implies that the respondents are satisfied with how the contents are covered in each lesson. Since the topics in the lessons were chunked and sub-tasked, the learners were able to focus on understanding and accomplishing the tasks. Relative to the suggestion of BenchPerp (2021), effective teaching through microlearning requires implementers to consider the theory of cognitive load where repeated or unnecessary information can be removed to reduce the cognitive load. Lastly, the respondents agree towards the statements pertaining to the form of scenariobased microlearning strategy as the overall mean shows 3.475. This explains that they are satisfied on how the materials of the lessons are presented which help them understand the lessons. The materials given to learners were in two forms, digital and printed. Learners who have gadgets at home were able to view the material digitally and each learner was also provided with a printed copy. It is inclined to the claim of Ghasia and Rutalola (2021) where microlearning methods can be complemented with other modalities and modules can be reformatted with microlearning characteristics and be delivered to the learners.  Table 2 shows the scores of the respondents on the pre-test and posttest in the basic science process skills test in terms of observing, inferring, communicating, classifying, and predicting. The pre-test scores reveal that most of the respondents are in the developing level.
After the implementation of the strategy, the posttest scores show that most of the respondents fall under approaching proficiency level and proficient level. On the other hand, communicating skill shows that the 30% of the respondents are in the beginning level and developing level, but the percentage of beginning level from the pre-test (52.5%) has decreased. It also reveals improvement as the number of learners move to a higher level of performance because of the increase in percentage on other approaching proficiency up to advanced level.
Moreover, under classifying skill, where learners are expected to group or order objects or events based on the criteria, the biggest percentage of the learners (40%) fall under developing level. It is notable that even in the pre-test exam, 15% of the respondents are in the proficient level, and 7.5% are in the advanced level. In the posttest, the results reveal the biggest percentage of the respondents are in the approaching proficiency level (35%). The learners were able to practice their classifying skill, specifically in the lessons of simple machines where the activities focused on classification. Through this, learners were able to group objects or things according to its function, criteria or characteristics.
The table further reveals in predicting skill, the respondents show better performance in the post-test under predicting skill where most of them are at the proficient level (35%), compared to the result of pre-test where most of the learners are in developing level (35%). Since leaners were exposed to task-scenario-based tasks, it greatly influenced how they anticipate the future based on the pattern of evidence. The topic about the safety precautions on handling simple machines provides way to practice learners' predicting skill as they experience the activity and determine what would happen to a certain scenario or situation.
The implication of the results is similar to what the literature claims that using scenario in lesson can contribute positively in the pupils' learning. For instance, Tupe (2015) found SBL a useful method for active learning that gives a good foundation. SBL, like case-based education, uses a realistic setting in which challenges are given in a certain order and options are available to help the learner achieve a goal.  Table 3 shows the result of the survey for the level of self-directed learning skills of the respondents after being exposed to scenario-based microlearning strategy in terms of four categories namely; planning, developing, adapting, and changing. Each category is composed of five indicators where the respondents provided their level of agreement.
In terms of self-directed learning skills as to planning, the overall mean of 3.550 reveals that the respondents strongly agree towards the statements. This indicates that the respondents have very high level of planning skills. The respondents tend to plan their own learning considering different factors such as time, resources and environment corresponding to the description of Kaufman (2003). It is viewed target that learners strive to achieve by taking responsibility for their own learning and embracing individual autonomy and preferences.
As to the developing skill, the overall mean of 3.455 reveals that the respondents agree to the statements. This means that they have a high level of interest in learning which is being developed through the application of prior knowledge and utilization of available learning resources. Similar to the description of Leong (2020), curiosity builds interest on the part of the learners and through the process of self-directed or self-regulated activity, learners can develop a more advanced forms of cognition.
Furthermore, the overall mean of adapting skill which is 3.385 discloses that the respondents agree on the statements. This indicates that they have high adapting capability when it comes to self-directed learning. The respondents show that they are able to adapt into different situation towards their own growth and learning. Similar to the findings of Sheldon (2020), exposure to scenario-based learning is beneficial to learners. It creates authentic experience, students learn in a safe training environment and learners can apply what they learned with confidence.
Lastly, the respondents strongly agree towards the statements pertaining to changing skill as the overall mean shows 3.565. The results indicate that the respondents have a very high level of response to changes while learning and they are open to changes. This implies that respondents have a positive response on the implementation of a new strategy in learning science which is the scenario-based microlearning strategy. The learners are able to reflect on their strengths and weaknesses and assess their skills and abilities. This was visible from the reflection made by the learners as part of the tasks in each lesson where the learners have to identify the part of the lesson which they enjoy and find themselves struggling. It supports the self-directed 66 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4 learning processes provided by Malcolm Knowles cited by Brandt (2020) which includes the process of assessing and evaluating learning outcomes.  Table 4 presents the significant difference in the scores of the respondents before and after being exposed to scenario-based microlearning strategy. The obtained data reveal that there is a significant difference in the scores of the respondents at 0.05 level of significance among all the skills, except for classifying. The results indicate that there is notable improvement on these skills of the respondents in basic science process skills test.
The scenario-based microlearning strategy used in the lessons and in the tasks help learners to improve their basic science process skills in terms of observing. Most of the tasks in the materials require learners to observe the environment and experience the real scenario at home. It also explains the theory of situated learning which provides learners the chance to be engaged with real-life events, problems, and tasks in a context.
Additionally, the scenario-based microlearning strategy enable learners to increase their scores in terms of inferring skill. Every after the scenario-based activity of the lesson, inferential questions were provided to guide the learners in accomplishing the tasks. As the findings of Dewitz (2017) showed that when learners are exposed to inferential questions, they will read more deeply and engage in inferential thinking.
Furthermore, there is a significant difference in terms of communicating which means that the strategy is effective in improving their skill. The lesson materials offer engaging images and illustrations which guide learners in expressing their idea through words or conveying their thoughts through graphics. This supports Garner (2017) that illustration is a way of communication through images that helps create interest and captures people's attention spans.
On the other hand, it can be gleaned that there is no significant difference in the scores of the respondents in terms of classifying skill. The result indicates that the lesson materials given to the learners requires more activities in order to improve their classifying skill. Ramesh (2017) suggested that teachers need to adopt constructive method of teaching wherein materials, substances and etc. is being given to students for classification.
Lastly, the data obtained show that there is a significant difference in terms of predicting skill. Therefore, the exposure to various scenarios in the lessons enable learners to predict an outcome based from the situations or instances. Barman et al. (2008) stated that prediction is based from the result of previous experiences. He gave emphasis on the importance of past observation regarding a particular event in the reliability of a prediction. The table 5 presents the relationship between the perceived experience of the respondents on the use of scenario-based microlearning strategy as to scenario construct, content covered, alignment to learning style, and form with post-test scores of the respondents on basic science process skills in terms of observing, inferring, communicating, classifying, and predicting.
The obtained data reveal that there is a significant relationship between the scenarioconstruct and predicting skill. This indicates that the how the scenarios are constructed in the lesson material help learners to identify a possible outcome for a future event based on the 68 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4 pattern of evidence. Cote (2021) emphasized that analysis of data is significant to forecast potential scenarios which can help produce strategic decisions.
The table also shows that alignment to learning style has significant relationship with inferring skill. The lesson materials offer various comic-style scenarios about the topics, learners tend to enjoy learning as they read the stories. Boris (2019) cited that a well-told story can be remembered more accurately and longer than learning with just facts and figures.
Finally, it can be gleaned that form is significantly related to predicting skill. This indicates that how the lesson materials are presented to the learners help them forecast a future event based on evidence. Gaither (2011) stated that in order to successfully make predictions about informational text, teachers should make sure to include time for instruction, modelling, and practice.  Table 6 shows the relationship between the perceived experience of the respondents on the use of scenario-based microlearning strategy as to scenario construct, content covered, alignment to learning style, and form with their self-directed learning skills in terms of planning, developing, adapting, and changing.
The obtained data reveal that scenario construct has significant relationship with planning, adapting, and changing skill. This means that the learners were able to improve their planning skill by considering how the scenarios are constructed in the lesson materials.
Moreover, the scenarios presented in the lessons help learners to adapt and change because every lesson offers opportunity for learners to reflect on their own learning where they need to identify what they learn and how they feel about a particular lesson. Cavilla (2017) emphasized that reflection as a tool for learning has the transformative ability to change the way the students think and adapt their effort, motivation, and ability to accomplish certain tasks.
The table also shows that the content covered is significantly related to planning and adapting skill. The lesson materials for the strategy considered the element of microlearning which offers well-planned chunked lessons and bite-size activities. It helped learners to plan their learning by allotting shorter time to accomplish the tasks in the lessons. Patel (2022) suggests planning to produce quality outputs consider the time spent to achieve goals.
Moreover, the table reveals that alignment to learning style has significant relationship with adapting skill. The learners were able to align and adapt their style of learning as to what is needed to be demonstrated or performed based on the activities. Similar to Sengupta (2019), scenario-based microlearning does not only improves hard skills, but it also works for soft skills such as adapting skill where learners are able to make choices along the way and they are to relate to the different situations.
Lastly, the form of scenario-based microlearning strategy is significantly related to all of the skills in self-directed learning. The flexibility of the lesson materials help learners adapt and change based on their accessibility to gadgets and other forms of learning. Relevant to Kadhem (2017), the quality of course's design in terms of delivering the required information and activities is critical to its success.

Conclusion
The primary aim of this study was to determine the effectiveness and relationship of scenario-based microlearning strategy in improving the basic science process skills and selfdirected learning Grade 6 pupils. Additionally, it examined any significance difference in the pre-test and posttest scores of the respondents in the basic science process skills test. It further examined any significant relationship between the perceived experience of the respondents on the use of the strategy and their posttest scores in the test and in their level of self-directed learning skills.
The results revealed that the learners feel very satisfied in terms of their experience in the use of scenario-based microlearning strategy as to scenario construct and its alignment to learning style and feel satisfied in terms of content covered and its form. The performance of the 70 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4 respondents in the basic science process skills test showed better scores in the posttest result as most of the learners fall under proficient level in inferring and predicting skill; approaching proficiency in terms of observing and classifying skill; and developing level under communicating skill. It further revealed that a very high level of planning and changing skill were shown by the respondents and a high level of developing and adapting skill were demonstrated. Significant difference was found in the pre-test and posttest scores of the respondents in all of the basic science process skills, except for classifying skills. The test of relationship disclosed significant relationship between the perceived experience of the respondents on the use of the strategy and their posttest scores. Likewise, significant relationship was shown between the perceived experience of the learners on use of the strategy and their level of self-directed learning skills.
This study suggests that teachers may use scenario-based microlearning strategy as an alternative approach in teaching science lessons to make topics more engaging and relatable.
Teachers are also encouraged to provide activities which can further enhance basic science process skills of learners. It is also recommended that further studies may to be conducted regarding the same area of concentration or with different variables to see more comprehensive findings. This may improve Science education and benefit more learners.