Research Skills of Ste Students through Cognitive Apprenticeship Strategy

This study examined the effectiveness of the Cognitive Apprenticeship Strategy (CAS) in improving the research skills of Grade 8 Science, Technology, and Engineering (STE) students at Impasugong National High School. Specifically, it assessed students’ competencies in objective formulation, literature review writing, and methodology development before and after the intervention, and explored their learning experiences to complement the quantitative findings. A sequential explanatory mixed-methods design was employed, integrating a one-group pretest–posttest approach with semi-structured interviews. The quantitative phase utilized a researcher-made scenario-based assessment evaluated through a validated rubric with high inter-rater reliability, while qualitative data were analyzed using thematic analysis. Results revealed that prior to CAS implementation, students demonstrated generally low to developing research skills, with difficulties in formulating clear objectives, selecting and synthesizing literature, and organizing research methodologies. After the intervention, students showed significant improvement across all domains, reaching proficient to highly proficient levels, with methodology development obtaining the highest post-test performance. Paired-sample t-test results confirmed statistically significant gains in all areas (p = .000), while Cohen’s d values indicated very large effect sizes, demonstrating strong practical significance. Qualitative findings supported these results, highlighting that modeling, scaffolding, coaching, and guided practice helped students better understand research processes. However, some learners still expressed limited confidence in independent research writing. Overall, CAS was found to be an effective instructional strategy in enhancing students’ research competencies. The study concludes that structured and scaffolded instruction significantly improves research skill development among STE learners. It recommends the integration of CAS into science instruction to strengthen research literacy and higher-order thinking skills in secondary education.