SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS
DOI:
https://doi.org/10.46827/ejes.v8i3.3660Keywords:
science performance, scholastic aptitude, sex, scholarship statusAbstract
This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area.
Article visualizations:
References
Abocejo, F. T., & Padua, R. N. (2010). An econometric model for determining sustainability of basic education development. CNU Journal of Higher Education. 4(1), 40-53. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/ view/39
Akinbobola, A. O., & Afolabi, F. (2010). Analysis of science process skills in West African senior secondary school certificate physics practical examinations in Nigeria. Bulgarian Journal of Science and Education Policy, 4(1), 32-47. Retrieved from http://bjsep.org/getfile.php?id=64
Akpotor, J., & Egbule, E. (2020). Gender difference in the scholastic achievement test (SAT) among school adolescents. World Journal of Education, 10(1), 97-101. https://doi.org/10.5430/wje.v10n1p97
Arellano, M. D. (2013). Gender differences in reading comprehension achievement in English as a foreign language in Compulsory Secondary Education. Tejuelo, 1(17), 67-84. Retrieved from https://dialnet.unirioja.es/descarga/articulo/4353124.pdf
Aydogdu, B. (2015). The investigation of Science process skills of science teachers in terms of some variables. Academic Journals, 10(5), 582-594. https://doi.org/10.5897/ ERR2015.2097
Ayesha, B. & Khurshid, F. (2013). The relationship of multiple intelligence and effective study skills with academic achievement among university learners. Global Journal of Human Social Science Linguistics & Education. 13(1), 20-32. Retrieved from https://globaljournals.org/GJHSS_Volume13/3-The-Relationship-of-Multiple-Intelligen ce.pdf
Bolen, J. A. (2011). Spatial ability, motivation and attitude of learners as related to science achievement. (Doctoral Dissertation, University of North Texas). Retrieved from http://digital.library.unt.edu/ark:/67531/metadc67961/
Chege, E. W. (2012). Reading comprehension and its relationship with academic performance among standard eight pupils in rural Machakos (Doctoral Dissertation, Kenyatta University). Retrieved from http://ir-library.ku.ac.ke/handle/123456789/3722
Cuñado, A. G., & Abocejo, F. T. (2018). Lesson planning competency of English major university sophomore students. European Journal of Education Studies. 5(8), 395-409. http://dx.doi.org/10.5281/zenodo.2538422
Department of Education. (2013). K to 12 Curriculum Guide Science Grade 3 to Grade 10. Pasig City, Philippines. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Espinosa, A., Monterola S. L., & Punzalan, A. (2013). Career-oriented performance tasks in Chemistry: Effects on learners’ integrated Science Process Skills. Cypriot Journal of Education Sciences, 8(2), 211-226. Retrieved from https://www.ied.edu.hk/apfslt/down load/v14_issue2_files/espinosa.pdf
Fang, Z. & Wei, Y. (2010). Improving middle school learners’ science literacy through reading infusion. The Journal of Educational Research, 103(4), 262-273. https://doi.org/10.1080/00220670903383051
Fernandez, R. C. C., & Abocejo, F. T. (2014). Child labor, poverty and school attendance: Evidences from the Philippines by region. CNU Journal of Higher Education. 8(1), 114-127. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/ view/151
Gadzama, B. I. (2012). Effects of science process skills approach on academic performance and attitude of integrated science learners with varied abilities. (Master’s thesis, Ahmadu Bello University). Retrieved from https://www.scribd.com/doc/138551092/
Ganem, N., & Manasse, M. (2011). The relationship between scholarships and the student success: An art and design case study. Education Research International. Retrieved from www.hindawi.com/journals/edri/2011/743120/
Ganley, C. M., Vasilyeva, M., & Duloney, A. (2014). Spatial ability mediates the gender differences in Science performance of middle-school learners. Child Development, 4(85), 1419-1432. https://doi.org/10.1111/cdev.12230
Gardner, H. (2006). Multiple intelligences new horizons. New York: Basic Books
Ghazi, S. R., Shahzada, G., Gilani, U. S., Shabbir, M. N., & Rashid, M. (2011). Relationship between self-perceived multiple intelligence and their academic achievement. International Journal of Academic Research, 3(2), 619. Retrieved from http://connection.ebscohost.com/c/articles/67767638/relationship-between-learners-self-perceived-multiple-intelligences-their-academic-achievement
Gustafsson, J. A. (1982). New models of the structure of intellectual abilities: Implications for testing and teaching practice. Department of Education, Goteborg University, Sweden. Retrieved from https://files.eric.ed.gov/fulltext/ED222542.pdf
Imam, O., Mastura, M. A., Jamil, H., & Ismail, Z. (2014). Reading comprehension skills and performance in science among high school learners in the Philippines. Asia Pacific Journal of Educators and Education, 29, 81-94. Retrieved from http://apjee.usm.my/ APJEE_29_2014/Art%205(81-94).pdf
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360. http://dx.doi.org/10.5281/zenodo.2694050
Kaya, F., Juntune, J., & Stough, L. (2015). Intelligence and its relationship to achievement. Elementary Education Online, 14(3), 1060-1078. https://dx.doi.org/10.17051/ io.2015.25436
Lee, S. Y., Olszewski-Kubilius, P., & Peternel, G. (2010). The efficacy of academic acceleration for academically talented minority learners. Gifted Child Quarterly, 54 (3), 189-208. Retrieved from http://www.ctd.northwestern.edu/efficacy-academic-acceleration-gifted-minority-learners
Lewine, R. (2011). Sex, affect, and academic performance: It's not what you think. International Journal for the Scholarship of Teaching and Learning. 5(2), 7. https://doi.org/10.20429/ijsotl.2011.050207
Lin, L. F. (2010). Senior high school learners’ reading comprehension of graded readers. Journal of Language Teaching and Research, 1(1), 20-28. Retrieved from http://www.academypublication.com/issues/past/jltr/vol01/01/03.pdf
Marais, A. C. (2007). Using the differential aptitude test to estimate intelligence and scholastic achievement at grade nine. (Masters Thesis, University of South Africa). Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/531/dissertation.pdf
Martin, M., Mullis, I., Foy, P., & Stanco, G. (2012). TIMSS 2011 International Results in Science. Chestnut Hill MA 02467. United States: TIMSS & PIRLS International Study Center. Retrieved from https://timssandpirls.bc.edu/pirls2011/international -results-pirls.html
Othman, I. (2013). Elements of multiple intelligences in teaching and learning activities and the effect on learners’ achievement based on gender. IOSR Journal of Research & Method in Education, 2(3), 28-32. Retrieved from http://www.iosrjournals.org/ iosr-jrme/papers/Vol-2%20Issue-3/F0232832.pdf
Oyedeji, S. O. (2011). Mathematics skills as predictors of science achievement in junior secondary schools. World Journal of Young Researchers, 1(4), 60-65. Retrieved from http://rrpjournals.org/wjyr/en_wjyr_vol_1_iss_4_pg_60_65.pdf
Pehlivan, H., & Köseoğlu, P. (2010). Attitudes towards biology course and the academic self concept of the students attending at Ankara science high school. Hacettepe University Journal of Education, 38, 225-235. Retrieved from http://efdergi.hacettepe.edu.tr/yone tim/icerik/makaleler/453-published.pdf
Rodriguez, K. F. R., & Abocejo, F. T. (2018). Competence vis-à-vis performance of special education pre-service teachers. European Academic Research. 6(7), 3474-3498. Retrieved from http://www.euacademic.org/UploadArticle/3707.pdf
Sadi, D., & Cokiroglu, J. (2014). The effect of logical thinking ability and gender on Science achievement and attitudes towards Science. Croatian Journal of Education, 3(17), 97-115. https://doi.org/10.15516/cje.v17i0.881
Saraspe, L. D., & Abocejo, F. T. (2020). Effectiveness of descriptive praise on the English composition skill of bridging students. European Journal of English Language Teaching. 5(4), 18-38. http://dx.doi.org/10.46827/ejel.v5i4.3140
Shahzada, G., Khan, U. A., Islam, F. U., & Faqir, K. (2014). Interrelation of multiple intelligences and their correlation with learners’ academic achievements: A case study of Southern Region, Khyber Pakhtunkhwa. FWU Journal of Social Sciences, 8(2), 59-64. Retrieved from http://sbbwu.edu.pk/journal/FWUJournal,Winter %202014%20Vol.8,No.2/8.%20Final%20Interrelation%20of%20Multiple%20Intelligences.pdf
Siti, N. M. M., Sazilah, S., Norasiken, B., Kamaruzaman, J., Rabiah, A., Mohd, A., Mohd, S., Yusoff, M., & Sui, L. K. M. (2013). A self-perceived analysis of students’ intelligence and academic achievement. Australian Journal of Basic and Applied Sciences, 7(3), 51-55. Retrieved from http://www.ajbasweb.com/old/ajbas/2013/ special%20issue/51-55.pdf
Stanly, S. L. (2016). Scientific aptitude and achievement in science of IX standard learners in Puducherry Region. Indian Journal of research, 5(2), 290-291. Retrieved from http://www.worldwidejournals.com/paripex/file.php?val=February_2016_1455797233__95.pdf
Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are inversely related: within-and across-nation assessment of 10 years of PISA data. PLoS One, 8(3). Retrieved from https://journals.plos.org/plosone/article?id= 10.1371/journal.pone.0057988
Trazo, S. P., & Abocejo, F. T. (2019). International phonetic alphabet (IPA) front vowel sound recognition of beginner foreign learners. European Journal of Education Studies. 5(12), 183-196. http://dx.doi.org/10.5281/zenodo.2606194
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
