Students’ Perception and Academic Achievement in Senior High School Earth Science
DOI:
https://doi.org/10.33830/ijrse.v8i1.13426Keywords:
academic achievement, Earth science, perception, senior high schoolAbstract
The Philippine K-to-12 curriculum mandates the inclusion of Earth science components in the Science subject area. In senior high school, Earth science is currently a standalone subject for students under the Science, Technology, Engineering, and Mathematics (STEM) strand. In light of the present-day calls for a more sustainable future, Earth science education assumes a vital position in developing the scientific literacy and critical thinking skills of learners, especially on issues concerning the environment and natural resource management. However, research in this discipline remains scarce. Following a concurrent mixed-method research design, this study aims to look into Filipino senior high school students’ perceptions about Earth science, their level of achievement in the subject, and the possible correlation between these variables. Thirty-one Grade 11 STEM students from a private school in the Philippines served as participants. Data collection was accomplished through the use of an adapted perception survey, an adopted geoscience concept inventory serving as posttest, and a researcher-made online questionnaire which elicited additional insights into students’ views about Earth science. Results indicate favorable perception among students, particularly on how Earth science informs decision-making and enhances understanding of human-environment interactions. Students’ achievement was found to be at an ‘average’ level. With regard to the association between students’ perception and academic achievement, no significant relationship was established. Based on these findings, implications for Earth science education researchers were drawn and recommendations for teachers, parents, and school administrators were provided.
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