The Effectiveness of Science Investigatory Project on Students’ Science Process Skills

The present study aimed to determine the effectiveness of Science Investigatory Project towards Science Process Skills of the Grade 12 Science, Technology, Engineering, and Mathematics students in a private-higher educational institution located at San Jose, Plaridel, Bulacan, Philippines. The researcher employed the Descriptive Ex Post Facto and one-group pre-test and post-test design to conduct the study. Using the Input-Process-Output System, the phases or stages were carried out to culminate this study. In the beginning, the researcher developed and validated the SIP Instruction Plan with the aid of the validators. Then, the researcher administered the Pre-test to gauge the Science Process Skills of the 243 Grade 12 STEM students. Afterwards, the researcher implemented the validated SIP Instruction to the Class Program for the entire semester in their Science Class. Lastly, the researcher administered the Post-test for Science Process Skills to observe the differences in Science Process Skills before and after the implementation of the SIP Instruction. For the data analysis, the researcher subjected the Pre-test and Post-test for inferential analysis using t-test for paired samples. The findings of the study revealed that students’ Science Process Skills before the implementation of the SIP Instruction were poor. Interpreting Data Skill received the lowest mean score of 1.35 which means low proficient. However, the students’ Science Process Skills increased after the implementation of the SIP Instruction. Synthesizing Skill received the highest mean score of 4.81 which means Highly Proficient. Hence, the study demonstrated that there was a significant effect in the Science Process Skills of the STEM students after the implementation of SIP Instruction.