Students' Experiences in Science Investigatory Project Making: Basis for Developing a Transformative Science Investigatory Model
DOI:
https://doi.org/10.65339/ijsair.V2.I1.144Keywords:
Qualitative Research, Inquiry-Based Learning, Junior High School Students, Science Investigatory Project, Scientific Attitudes, Scientific Knowledge, Scientific SkillsAbstract
This study examined the experiences of junior high school students in conducting Science Investigatory Projects (SIPs) in the DepEd Division of Bohol and developed a Science Investigatory Project-Making Model based on the findings. Anchored on inquiry-based learning and supported by constructivist and experiential learning perspectives within the Knowledge, Skills, and Attitudes framework, the study viewed SIP as an authentic learning experience that develops scientific competencies. A descriptive qualitative research design was employed, utilizing Focus Group Discussions with eighteen Grade 9 and 10 students from three selected secondary schools, chosen through purposive sampling. Data were transcribed and analyzed through thematic analysis, with software used to support data organization. Findings revealed that SIP participation contributed to the development of scientific knowledge, research skills, and positive scientific attitudes. Students demonstrated improved understanding of scientific concepts and research processes, enhanced skills in experimentation, measurement, data analysis, research writing, and communication, and developed attitudes such as patience, perseverance, honesty, curiosity, and teamwork. However, students encountered challenges related to time constraints, limited resources, technical difficulties, research documentation, and emotional pressures. The findings further indicated the need for scaffolding support, including mentorship, access to resources, time management, collaboration, technical training, and emotional support. Based on these results, a Transformative Science Investigatory Project Model was developed to provide a structured and scaffolded approach to SIP implementation. The study concludes that SIP is a meaningful inquiry-based learning experience and recommends strengthened institutional support and guided implementation. The study aligns with SDG 4 by promoting quality education through inquiry-based learning and supports SDG 8 and SDG 9 by enhancing research competencies and innovation. Its sustainability impact lies in strengthening science education practices, supporting student readiness for research, and improving institutional learning systems.
References
Abrahams, I., & Reiss, M. (2017). Practical work in secondary science: A minds-on approach. Routledge.
Acut, D. (2022). Developing SIPCaR projects utilizing modern technologies: Its impact on students’ engagement, R&D skills, and learning outcomes. LUMAT: International Journal on Math, Science and Technology Education, 10(1), 294–318. https://doi.org/10.31129/LUMAT.10.1.1657
Aditomo, A., & Klieme, E. (2021). Forms of inquiry-based science instruction and their relations with learning outcomes. International Journal of Science Education, 43(13), 2049–2067. https://doi.org/10.1080/09500693.2021.1964817
Ainley, M., & Hidi, S. (2017). Interest development and its relation to engagement and learning. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 205–222). Routledge. https://doi.org/10.4324/9781315771045
Allchin, D. (2017). Beyond the nature of science: Scientific habits of mind. Science Education, 101(1), 123–142. https://doi.org/10.1002/sce.21224
Antonio, V., & Prudente, M. (2023). Inquiry-based learning approach and students’ conceptual understanding in science education. International Journal of Instruction, 16(2), 1127–1144. https://doi.org/10.29333/iji.2023.16260a
Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2020). “Science capital”: A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. https://doi.org/10.1002/tea.21227
Archer, L., Moote, J., MacLeod, E., Francis, B., & DeWitt, J. (2020). ASPIRES 2: Young people’s science and career aspirations, age 10–19. Science Education, 104(4), 742–768. https://doi.org/10.1002/sce.21567
Azriyanti, R. (2023). The effect of inquiry-based learning on students’ critical thinking and science process skills. Journal of Science Learning, 6(2), 250–259. https://doi.org/10.17509/jsl.v6i2.53030
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2019). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 90(6), e193–e210. https://doi.org/10.1111/cdev.13128
Bell, S. (2018). Project-based learning for the 21st century: Skills for the future. The Clearing House, 91(2), 39–43. https://doi.org/10.1080/00098655.2018.1423734
Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2016). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 38(3), 349–377. https://doi.org/10.1080/09500693.2016.1145367
Bencze, L., Sperling, E., & Carter, L. (2018). Students’ research-informed socio-scientific activism: Re/visioning science education. Research in Science Education, 48(1), 1–22. https://doi.org/10.1007/s11165-016-9571-0
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (2017). Motivating project-based learning. Educational Psychologist, 52(3), 200–215. https://doi.org/10.1080/00461520.2017.1324369
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in reflexive thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Broadbent, J., & Poon, W. (2017). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Bybee, R. (2018). The BSCS 5E instructional model: Creating teachable moments. NSTA Press.
D’Mello, S. K., & Graesser, A. C. (2018). Confusion can be beneficial for learning. Learning and Instruction, 29, 153–170. https://doi.org/10.1016/j.learninstruc.2012.05.003
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Department of Education. (2016). DepEd Order No. 39, s. 2016: Adoption of the Basic Education Research Agenda. https://www.deped.gov.ph
Department of Education. (2016). K to 12 science curriculum guide. https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Forbes, C. T., & Skamp, K. (2019). Secondary science students’ engagement in inquiry-based learning: A review of research. Research in Science Education, 49(3), 641–670. https://doi.org/10.1007/s11165-017-9639-7
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2016). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. (2017). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gargarita, J. (2021). Experiential learning approach: Its effects on students’ performance and engagement. International Journal of Educational Research Review, 6(2), 145–152. https://doi.org/10.24331/ijere.873947
Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. Computer Science Education, 28(1), 1–29. https://doi.org/10.1080/08993408.2018.1457422
Hidi, S., & Renninger, K. A. (2019). Interest development and its relation to motivation. Educational Psychologist, 54(2), 73–91. https://doi.org/10.1080/00461520.2019.1614020
Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning and social interdependence theory. Theory Into Practice, 58(3), 254–263. https://doi.org/10.1080/00405841.2019.1623360
Kitchen, J. A., Sonnert, G., & Sadler, P. M. (2018). The impact of college- and university-run high school summer programs on students’ end-of-high-school STEM career aspirations. Science Education, 102(3), 529–547. https://doi.org/10.1002/sce.21332
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), 228–236. https://doi.org/10.1177/2372732216644450
Maltese, A. V., Tai, R. H., & Fan, X. (2017). When is homework worth the time? Evaluating the association between homework and achievement in high school science and math. The High School Journal, 100(3), 209–224. https://doi.org/10.1353/hsj.2017.0001
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. https://doi.org/10.17226/24783
Orbeta, A. C., Jr., Paqueo, V. B., & Francisco-Abrigo, K. (2021). Improving the K to 12 curriculum: Lessons and policy directions. Philippine Institute for Development Studies. https://doi.org/10.2139/ssrn.3809333
Palmer, D., Dixon, J., & Archer, J. (2017). Changes in science teaching self-efficacy among primary teacher education students. Australian Journal of Teacher Education, 42(3), 1–15. https://doi.org/10.14221/ajte.2017v42n3.1
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Pedaste, M., Mäeots, M., Siiman, L., De Jong, T., Van Riesen, S., Kamp, E., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Pekrun, R. (2018). Control-value theory: A social-cognitive approach to achievement emotions. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2: Research on sociocultural influences on motivation and learning (pp. 162–190). Information Age Publishing.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
Putwain, D. W., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554–570. https://doi.org/10.1080/03055698.2014.953914
Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph
Republic Act No. 2067. (1958). Science Act of 1958. https://www.officialgazette.gov.ph
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Schraw, G., Flowerday, T., & Lehman, S. (2020). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224. https://doi.org/10.1023/A:1016619705184
Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2018). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98(2), 438–456. https://doi.org/10.1037/0022-0663.98.2.438
UNESCO. (2021). Engineering for sustainable development: Delivering on the Sustainable Development Goals. UNESCO Publishing. https://doi.org/10.18356/9789216040095
Wilton Lodge, R., et al. (2025). Student engagement in authentic science research experiences: A longitudinal study. Journal of Science Education and Technology. Advance online publication. https://doi.org/10.1007/s10956-025-10012-3
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis. Frontiers in Psychology, 14, Article 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Zimmerman, B. J., & Kitsantas, A. (2018). Self-regulated learning and student achievement. Educational Psychologist, 53(2), 79–86. https://doi.org/10.1080/00461520.2018.1449114
