PROCESS SKILLS-BASED INSTRUCTIONAL

MATERIALS TOWARDS AN ENHANCED

STUDENTS PERFORMANCE IN
SCIENCE 7 (PHYSICS)

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 708-718
Document ID: 2023PEMJ1097
DOI: 10.5281/zenodo.8274863
Manuscript Accepted: 2023-22-8
Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

Process Skills–Based Instructional Materials Towards an Enhanced Students

Performance in Science 7 (Physics)
Elmerlyn A. Dionisio*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the effectiveness of process skills - based instructional materials
(PSBIM) in enhancing the process skills and performance of grade 7 students in Science 7(Physics)
at Montalban Heights National High School for the School Year 2022-2023. This study used both
descriptive and experimental research methods. The developed process skills- based instructional
materials in Science 7 (Physics) were rated as Strongly Agree by the Science Teachers and Experts
with an overall weighted mean of 3.67 and 3.66, respectively, in terms of content, format, layout and
design, accuracy and up- datedness of information. Also, there was no significant difference in their
evaluation. In addition, the student respondents got a weighted mean score of 17.78 in the pretest
while 33.48 in the posttest, with a mean difference of 21.54 and showed no significant difference
between their performance. Comments and suggestions were provided by the respondents to further
improve the instructional materials.

Keywords: instructional materials, process skill-based, physics

Introduction problem that extends beyond health care—a

catastrophe in education. In order to implement
responsive and preventative measures, the Department
Science Education seeks to cultivate in students a of Education developed a resilient learning system
scientific literacy that will enable them to become using data that is based on needs and evidence.
informed, active citizens capable of making decisions
about the use of scientific knowledge that could have Through the Basic Education Learning Continuity Plan
an impact on their social, physical, or environmental 2020, the Department of Education (DepEd) addressed
well-being as mentioned by the Department of the issues on Basic Education (BE-LCP). One of the
Education’s conceptual framework for Science Area. learning modalities that the agency used in the so-
The scientific curriculum recognized the importance of called New Normal in education was the modules. The
Technology and Science in everyday human concerns. developed learning modules catered students who do
Science and Technology were intertwined with the not have access to the internet. The modules were
social, economic, emotional, and ethical dimensions of based on the Most Essential Learning Competencies
life. To safeguard our country's cultural heritage, the
(MELC) prepared by the supervisors and experts.Most
scientific curriculum promoted a tight interaction
students considered Science as a gritty yet interesting
between Science and Technology, particularly
subject. Students find it difficult to learn because of
Indigenous Technology.
the concept which were abstract and required critical
The K-12 Science Curriculum is an inquiry-based and thinking skills, problem-solving strategies, scientific
learner-centered, with an emphasis on using evidence processes, and reasoning skills. Science is a discipline
to generate explanations. Concepts and abilities in the that is packed with ideas and information. It is the
life Sciences, Physics, Chemistry, and Earth Sciences ideal subject to use as a knowledge bank to address
are taught at progressively higher levels of complexity students' interests because of the constantly curiosity
from one grade level to the next in a spiral and eagerness to learn new things. In order for students
development, providing for a deeper understanding of to be able to apply each concept in real-world
fundamental ideas. The incorporation of Science issues situations, teachers must make sure that students fully
and other disciplines led to a better comprehension of understand the principles of each area.
concepts and its application to real-world settings.
Science process skills are necessary for students to
Education has been significantly impacted by the understand more about the fields of Science and
COVID-19 pandemic, which has now affected Technology. One of the 21st-century abilities that
worldwide health. Economically, socially, and students should have in order to navigate the
politically, the COVID-19 pandemic has presented challenges of the Science and Technology sectors and
unique obstacles on a global scale. It has led to a to maintain the competitiveness throughout the

Elmerlyn A. Dionisio 708/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

globalization era is the ability to master scientific science 7 (Physics) at Montalban Heights National
process skills. High School during the school year 2022-2023.
Specifically, it sought to answer the following
Process skills are set of abilities used in scientific questions:
activities. Students with science process skills
participated actively in a learning process. On the 1. What is the evaluation of the science teachers and
other hand, Process skills assisted students in grasping experts on the developed process skills- based
essential science concepts, understanding the nature of instructional materials in terms of the following
science, realizing the importance of Science and criteria?
Technology in their lives, and deciding to continue 1.1 Content;
Science studies in school. It's essential to develop 1.2 Format;
fundamental process skills in addition to developing 1.3 Layout and Design; and
proper values and attitudes toward science. In order to 1.4 Accuracy and Up-datedness of Information?
teach students on how to think like scientists, Science 2. Is there a significant difference in the evaluation of
Education should place a strong emphasis on helping the two groups of respondents on the developed
students develop the attitude that the successful process skills-based instructional materials based on
scientists were able to exhibit (Opulencia, 2011). the above-mentioned criteria?
Today, it plays an essential role to shape students' 3. What is the performance of the student respondents
attitudes, behaviors, and motivations because kids will before and after using the process skills-based
be unprepared for the difficulties that they and their instructional materials?
world will confront if these broader abilities and 4. Is there a significant difference in the performance
capacities are not developed. Miller (2017). of students before and after using the process skills-
based instructional materials?
As a science teacher, the researcher aimed to help the 5. What is the level of process skills of the Grade 7
students to obtain a thorough understanding of the students before and after using process skills-based
least mastered skills. Her concern for the welfare of instructional materials in terms of the following
the students was to identify the process skills in 5.1 Observing;
science 7 (Physics) relative to the science concept 5.2 Classifying;
which led the researcher to pursue this study. 5.3 Measuring;
5.4 Predicting;
The researcher, decided to create the process-skills- 5.5 Interpreting; and
based instructional material. She believed that by using 5.6 Communicating?
instructional learning tools, teachers of science 6. What are the comments and suggestions of the two
subjects would be able to teach more effectively. groups of respondents to improve the developed
Creating instructional materials is extremely important process skills-based instructional material?
for the future enhancement of the teaching and
learning process. In addition, the researcher believed
that the study would aid in the resolution of the
Literature Review
problem. The school must provide appropriate
educational resources for Intervention to deal with According to Kramer et al. (2019), giving science
topics which are not well understood. Finally, the process skills specific attention in the classroom
researcher strongly believes that the use of results in improvements in the skills themselves as
Instructional Learning Materials improves the student's well as a startlingly better comprehension of the
performance in science 7(Physics) is necessary. With subject matter. In addition, he added that since
the aforementioned premises, the researcher found the biological questions are at the core of scientific
need to conduct the study to identify the process skills investigation, students must learn how to formulate
of grade 7 students and propose instructional materials and respond to significant biological inquiries. The
to enhance students’ performance in Science 7 capacity to develop hypotheses, plan experiments,
(Physics) to aid in combating the difficulties perceived evaluate data, draw conclusions, and convey findings
by the students. are just a few of the fundamental abilities that students
must master to achieve this goal. These are referred to
Research Questions as "science process skills.

This study focused on the development and validation Science process skills are one of the most significant
of process skills-based instructional materials in abilities that every student should have since they are

Elmerlyn A. Dionisio 709/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

utilized in everyday life and have an impact on share similar interests and abilities. Student
personal, social, and individual lives in the global preferences should be considered when planning
community (Siregar et. al., 2020). They are enrichment activities. This means that while each
inextricably linked to the conceptualization of learning enrichment program should focus on a comparable
and the practical application of science (Harlen, learning objective, the method by which students attain
1999a). Depending on the nature of the subject and that objective can vary significantly based on their
problem, students can model, observe, experiment, or interests or preferences. It is important for enrichment
research (Choirunnisa et al., 2018). to draw on existing knowledge and/or consider
linkages between disciplines.
Science process skills are process thinking abilities
that are based on scientific methods and techniques. One of the studies that are related to the present study
Scientific process skills are essential for everyone was conducted by Marces (2015). To achieve its main
because they are almost always used in everyday life. goal, the study used quasi-experimental research to
There are two categories of process skills used in create and use supplemental enrichment learning
science instruction: Basic science process skills resources to help students at Mayamot National High
include observing, classifying, inferring, measuring, School improve their performance in Physics 7. Based
communicating, and predicting, whereas integrated on the findings, the following conclusions were drawn:
process skills include identifying variables, (1) the developed enrichment learning materials are
constructing hypotheses, tabulating, and graphing data, well prepared and acceptable to science teachers and
defining variables, designing investigations, and department heads, and (2) he developed instructional
experimenting. (Safaah, Sekar & Muslim, Muslim & learning materials in Physics 7 are effective and have
Liliawati, Winny 2017). improved the student's performance in the selected
least mastered topics.
On the other hand, According to Bukoye (2019), every
subject in the school curriculum requires the use of In Glova's (2020) study on “Effectiveness of
instructional materials as a learning tool. They give the Experiential-Based Enhancement Materials in General
students the opportunity to interact with words, Physics”, the developed experiential–based
symbols, and concepts in ways that enhance their enhancement materials were based on the first five
reading, listening, problem-solving, viewing, and least mastered skills or learning competencies in
thinking skills as well as their speaking, writing, and General Physics based on the results of the midterm
media and technology-using abilities. and final examinations for the school year 2018-2019.
The study revealed that the developed experiential-
Abadi, M. K. et al., (2017) defined instructional based enhancement materials in Physics 7 were an
materials as any item used by teachers to carry out effective instrument for the teaching-learning process.
teaching and learning activities in the classroom. To
increase students' interest in learning, teaching Magdasoc (2016) investigated the "Effectiveness of
materials should be interesting, appealing, and Electronic-Based Strategy in Teaching Science: A
effective when used for a specific learning goal. In Classroom Ethnography." She used head teachers and
addition to teaching materials, articles, designs, and science teachers as respondents, who evaluated
patents in the fields of science, technology, art, and students' science process skills while using the said
sports should be included. strategy. With a mean rating of 4.44 and 4.54,
respectively, both head teachers and science teachers
Meanwhile, Taylor (2019) points that teachers must agreed that the lesson included scientific skills and
use relevant data and assessment information as a processes and that the strategy was appropriate. She
guide to identifying critical factors such as reading also discovered that by employing the strategy, the
level, mathematics ability, and so on. These data student's performance improved.
points enable teachers to create resources that elevate
or enhance learning without creating an overly
Methodology
difficult level of difficulty. Enrichment must be
tailored to each learner's abilities. Teachers can see
how to effectively group students for enrichment This study used both descriptive and experimental
activities using assessments to determine reading research methods to achieve its main goal, which was
levels or math grade-level proficiency. When students to develop process skills-based materials in science 7
are paired or grouped based on these data points, they (Physics). The researcher used the descriptive method
can work collaboratively with other students who to identify the levels of process skills that developed

Elmerlyn A. Dionisio 710/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

into process skills-based instructional material. As instructional materials. It was adapted and modified
mentioned by Mccombes (2019), descriptive research from the Department of Education’s Guidelines and
seeks to describe a population, situation, or Processes for LRMDS Assessment and Evaluation and
phenomenon precisely and thoroughly. It answers submitted to the researcher’s adviser and critic for
questions about what, where, when, and how, but not feedback. To determine its acceptability, the developed
why.According to Calmorin (2016), the descriptive process skills-based instructional materials were
method focuses on the present situation with the evaluated using the following criteria: (a) content, (b)
purpose of finding the truth.The researcher used the format, (c) layout and design, and (d) accuracy and up-
experimental method to validate the developed process to-datedness of information.
skills-based instructional materials in Physics 7 based
on the results of the pretest and posttests. As stated by Procedure
(Calmorin, 2016), experimental method focused the
study on the future when the variables were carefully First, the researcher sought permission from the
controlled or manipulated. School Division Superintendent of Marikina, Quezon
City, and Rizal. Then, she asked permission from the
Participants of the Study school principal to conduct the study. The process
skills-based instructional material was based on the
This study was conducted at Montalban Heights results of the identified process skills.
National High School in cluster ROS of the Division
of Rizal during the school year 2022-2023. Purposive The preparation stage included identifying the process
sampling was employed by the researcher in skills in Science 7 (Physics) for the academic year
determining the respondents of this study. The sources 2022-2023. The enhancement phase included the
of data were 50 grade seven students, 30 Science following sub-stages determining the presentation of
the topic of instructional materials, the process of
Teachers, and 35 Experts who were from different
writing the instructional material, and the preliminary
schools. The experts are Master Teacher in Science
revisions that required to enhance the initial plans of
Area or Head Teacher in their school.
the instructional materials.
The distribution of respondents was from senior and
After the approval, the researcher proceeded with the
junior high school teachers and experts of cluster
evaluation phase or the administration of the
Rodriguez and San Mateo within the Division of Rizal,
questionnaires. The process skills survey questionnaire
Division of Marikina, and Division of Quezon City.
was a researcher-made test composed of six process
This study used purposive sampling to select the
skills with five indicators to determine the level of
school because it was convenient and easy. The
process skills of the students before and about.
respondents were readily available. The science
teachers are junior high school science teachers who In the validation stage, teachers, who were handling
are non-physics majors but have taught any science science and with master or head teacher positions were
subject for at least three years. They were considered requested to validate the test questionnaires and
the first group of respondents of this study. The instructional materials in terms of content, format,
experts are science teachers who are either unit holders layout and design, accuracy, and up-to-datedness of
of M.A.T in Science or a graduate of M.A.T in Science information. The questionnaires were administered and
or other related specialization. Thirty-five experts retrieved by the researcher. Modifications suggested
from junior or senior high schools who currently hold by the experts and science teachers were integrated
a master teacher, or a head teacher position were taken into the reproduction of the final copy of instructional
into consideration as the second group of respondents materials.
or the experts.
The preliminary evaluation of the developed
Instruments of the Study instructional material was achieved using one group
experimental design. The pretest was administered to
The instruments used in the study were the test the students before asking them to use the developed
questionnaires. The first questionnaire was for the instructional materials after which the posttest was
students utilized to the process skills of students in administered. The instructional materials were utilized
Science 7. The test questionnaires were prepared by by grade 7 students from Montalban Heights National
the researcher and checked by the adviser. The second High School. After retrieving the test questionnaire,
questionnaire was used to determine the teacher and the researcher tabulated, analyzed, and interpreted the
expert respondents' opinions on the development of results of the test using the appropriate statistical
treatment.

Elmerlyn A. Dionisio 711/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

These topics were also used in developing the pretest

and posttest to determine the effectiveness of
developed process skills-based instructional materials.
Ethical Considerations
Evaluation of the Science Teachers and Experts of
The participants may not be harmed in any way as a the Developed Process Skills-Based Instructional
result of their participation in this study. Prior to the
Materials
study, full consent was obtained from the participants,
the students, the teachers and experts. Furthermore, the
Table 2. Evaluation of the science Teachers and
privacy of the research participants was protected. The
Experts Respondents of the Developed Process Skills-
voluntary participation of respondents in the study was
valued, and they had an option to withdraw from the Based Instructional Materials in terms of Content
study at any time.

A sufficient level of confidentiality was maintained

when handling the data, and any false information or
biased representation of primary data findings was
avoided. On the other hand, maintaining the highest
level of objectivity in discussions and analyses had
been taken into account throughout the research.
Furthermore, any affiliations, funding sources, and
potential conflicts of interest were disclosed.

Results and Discussion

Topics in Science 7 (Physics) for the Development

of Process Skills-Based Instructional Materials

It can be gleaned from the table the topics that were It can be gleaned from the table that all items were
taken up during the third quarter during the school rated as Very Satisfactory by the science teachers and
year 2022-2023. These topics were grouped into experts in terms of content of the developed process
modules which were developed into PSBIM. Topics skills-based instructional material in Physics 7 with an
such as Motion (Distance, Displacement, Speed, average weighted mean of 3.73 and 3.71 respectively.
Velocity and Acceleration) appear in the first module,
the second module include Waves (Transverse and This indicates that the science teachers and experts
Longitudinal Waves), the third module consists of believed that the developed process skills-based
topics about Sound, the fourth module consist of instructional materials (PSBIM) covered the targeted
Electromagnetic Spectrum, fifth module includes learning competencies which was suited to grade 7
topics about modes of heat transfer, and the sixth students. It also shows that the content of PSBIM is
module consist of topics about Electricity. attainable.

Table 1. Topics in Science 7 It can be gleaned from the table 3 that the two groups
of respondents perceived the developed process skills-
based instructional material (PSBIM) as Very
Satisfactory with average weighted means of 3.74 and
3.76 by the science teachers and experts, respectively.

This shows that the science teachers and experts

believed that the developed process skills-based
instructional materials (PSBIM) have text with
appropriate size and easy to read, use illustrations and
pictures that are simple and appealing, emphasize
important concepts, and catch the learners' attention.

Elmerlyn A. Dionisio 712/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

Table 3. Evaluation of the Science Teachers and Satisfactory by the Science teachers and experts in
Experts Respondents of the Developed Process Skills- terms of content of the developed process skills-based
Based Instructional Materials in terms of Format instructional material in Physics 7 with average
weighted means of 3.79 and 3.70 respectively.

This implies that the layout and design of the

developed process skills-based instructional materials
is well organized, and the arrangement of pictures and
illustrations were simple and attractive.

Table 5. Evaluation of the science Teachers and

Experts Respondents of the Developed Process Skills-
Based Instructional Materials in terms Accuracy and
Up-to-datedness of Information

It can be gleaned from table shown that all items were

rated as Very Satisfactory by the science teachers and
experts in terms of accuracy and up-to-datedness of
information of the developed process skills-based
instructional material in Physics 7 with average
Table 4. Evaluation of the science Teachers and weighted mean of 3.62 and 3.65 respectively.
Experts Respondents of the Developed Process Skills-
Based Instructional Materials in terms of Layout and This finding concurred to the idea that the localized
Design enrichment material was rated as strongly agree in
terms of accuracy and up-to-datedness of information.

Test of Significant Difference in the Evaluation of

the Two Groups of Respondents on the Four (4)
Criteria of the Developed Process Skills - Based
Instructional Materials

Table 6. Test of Significant Difference in the

Evaluation of the Two Groups of Respondents of the
Developed Process Skills - Based Instructional
Materials in terms of Content

The data reveal that the computed t-value of 0.21 is

The data reveal that all items were rated as Very

Elmerlyn A. Dionisio 713/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

less than the tabular t-value of 2.13 at 0.05 level of

This implies that the Science teachers and experts have
significance and 4 degrees of freedom. Therefore, the
the same perceptions about the format of the
null hypothesis is accepted. Furthermore, there is no
developed process skills-based instructional materials.
significant difference between the evaluations of the
two groups of respondents in terms of content of the
Table 9. Test of Significant Difference in the
process skills-based instructional materials.
Evaluation of the Two Groups of Respondents of the
This implies that the Science teachers and experts have Developed Process Skills - Based Instructional
the same perception about the content of the developed Materials in terms of Accuracy and Up-To-Datedness
process skills-based instructional materials in Science of Information
7(Physics).

Table 7. Test of Significant Difference in the

Evaluation of the Two Groups of Respondents of the
Developed Process Skills - Based Instructional
Materials in terms of Format The table revealed that the computed t-value of 0.20 is
less than a tabular t-value of 2.13 at 0.05 level of
significance and 4 degrees of freedom. Therefore, the
null hypothesis is accepted. Furthermore, there is no
significant difference between the evaluations of two
group of respondents in terms of accuracy and up-to-
datedness of information of the process skills-based
It can be gleaned from the table that the computed t- instructional materials.
value of 0.27 was less than the tabular t-value of 2.13
at 0.05 level of significance and 4 degrees of freedom. This implies that the science teachers and experts have
Therefore, the null hypothesis is accepted. the same perception about the accuracy and up-to-
Furthermore, there is no significant difference between datedness of information of the process skills-based
the evaluations of the two groups of respondents in instructional materials in science 7(Physics).
terms of content of the process skills-based
instructional materials. Performance of the Student Respondents Before
and After using the Process Skills – Based
This implies that the science teachers and experts have Instructional Materials
the same perceptions about the format of the
developed process skills-based instructional materials Table 10. Comparison of the performance of the
in science 7(Physics). students Before and After Utilization of Process Skills-
Based Instructional Materials
Table 8. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents of the
Developed Process Skills - Based Instructional
Materials in terms of Layout and Design

It can be gleaned from the table that there is a mean

difference of 21.54 in the pretest and posttest scores of
grade 7 students. It indicates that there is an increase in
the performance of the students after the utilization of
process skills-based instructional materials (PSBIM).
The data reveal that the computed t-value of 1.10 is
less than the tabular t-value of 2.13 at 0.05 level of
This implies that the use of process skills-based
significance and 4 degrees of freedom. Therefore, the
instructional material (PSBIM) has improved and
null hypothesis is accepted. Furthermore, there is no
developed the process skills of grade 7 students.
significant difference between the evaluations of the
two group of respondents in terms of format of the
process skills-based instructional materials.

Elmerlyn A. Dionisio 714/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

experiment, record data gathered during science

activity, and identify general characteristics of a group
Table 11. Test of Significant Difference in the Pretest
of items.
and Posttest Results of the Student Respondents
Table 13. Level of Grade 7 Students Process Skills
Before and After Utilization of the Process Skill-Based
Instructional Materials in terms of Classifying

The table revealed that the computed t-value of 28.85

is greater than a tabular t-value of 2.105 at 0.05 level
of significance. Therefore, the null hypothesis was
rejected. Furthermore, there was a significance
difference in the result of the pretest and posttest
scores of the student respondents.

This implies that the developed process skills-based

instructional materials (PSBIM) in science 7(Physics)
was effective and improve the process skills and
performance of the students. It can be gleaned from the table that before utilizing
the PSBIM the students classifying skills were at a
Level of Grade 7 Students Process Skills Before moderately high level as evidenced by the average
and After Utilization of the Process Skill - Based weighted mean of 2.51 .After using the process skills-
Instructional Materials based instructional materials, the students classifying
skills are at a high level as evidenced by the average
Table 12. Level of Grade 7 Students Process Skills weighted mean of 3.2 .
Before and After Utilization of the Process Skill-Based
Instructional Materials in terms of Observing However, even if all indicators got an interpretation of
high level there was one indicator that had the lowest
weighted mean of 3.5 which was to arrange in
sequence of natural events in order.

This means that the students are able to group things

based on the common feature, sort things based on
their similarities and differences, identified which not
belong to the group and sorted things according to its
characteristics.

This implies that after utilizing process skills-based

instructional materials, the students' science process
skills in terms of classifying were improved.

The data reveal that before utilizing the process skill- It can be gleaned from the table 14 that before using
based instructional materials, the students observing the PSBIM, the students process skills on measuring
skills were moderately high as evidenced by the were at a moderately high level with an average
average weighted mean of 3.32. After utilizing the weighted mean of 2.91 Meanwhile, after using the
process skills-based instructional materials, the process skills-based instructional materials the
students observing skills were at a high level as students’ process skills on measuring is at a high level
evidenced by the average weighted mean of 4.17. as evidenced by the average weighted mean of 3.53 as
perceived by the grade 7 students.
This implies that the students can students gather
information and details that are important to the However, further scrutiny of the data reveal that three
of the indicators are interpreted as high level which are
“the use of numbers to record measurements and

Elmerlyn A. Dionisio 715/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

indicators got an interpretation of moderately high

phenomenon”, “record data gathered” and “make a level there is one indicator, to use pattern as evidence
simple computation”. Two indicators were interpreted to make prediction or expectation, with the lowest
as moderately high level which are the “calculate and weighted mean of 3.18. This means that the students
compare the number of items in the different groups” can use previous data to predict what might happen,
which has the lowest average weighted mean and formulate a hypothesis based on a given data,
“handle and use measuring devices for appropriate formulate a hypothesis based on a given problem and
quantities”. extrapolate or interpolate to make a prediction.

Table 14. Level of Grade 7 Students Process Skills This implies that the process skills of the students
before and after using the process skills-based
Before and After Utilization of the Process Skill-Based
instructional materials were improved.
Instructional Materials in terms of Measuring
Table 16. Level of Grade 7 Students Process Skills
Before and After Utilization of the Process Skill-Based
Instructional Materials in terms of Interpreting

This means that students' process skills in terms of

measuring improved after using the process skills-
based instructional materials.

Table 15. Level of Grade 7 Students Process Skills It can be gleaned from the table that before utilizing
Before and After Utilization of the Process Skill-Based the PSBIM, the students interpreting skills were at a
Instructional Materials in terms of Predicting low level as evidenced by the average weighted mean
of 2.37. After using the PSBIM, the students
interpreting skills are at a high level as evidenced by
the average weighted mean of 3.61.

Even though the majority of the indicators had

interpretations of high level there is one indicator, to
change data interpretation based on new information,
with a lowest weighted mean of 3.32 with an
interpretation of moderately high level.

Moreover, students provided explanation for a

particular or substance, organized data and draw
conclusion. Constructed argument from the data
It can be gleaned from the table that before using the and summarized information based on the
PSBIM, the students predicting skills were at a low gathered data.
level as evidenced by the average weighted mean of
2.40. After using the PSBIM ,the students predicting This implies that the process skills of students in
skill are at moderately high level as evidenced by the terms of interpreting were enhanced after the
average weighted mean of 3.24. utilization of process skills - based instructional
materials.
However, after utilizing the PSBIM, even if all the
It can be gleaned from the table that before using the

Elmerlyn A. Dionisio 716/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

Comments and suggestions by the Science Teachers

and Experts

PSBIM, the students communicating skills were at low

level as evidenced by the average weighted mean of
2.39. After using the PSBIM, the students’
communicating skills are at a moderately high level as
evidenced by the average weighted mean of 3.30.

Table 17. Level of Grade 7 Students Process Skills

Before and After Utilization of the Process Skill-Based
Instructional Materials in terms of Communicating

Conclusion

Based on the findings, the following conclusions were

arrived at: (1) The developed process skills- based
instructional materials enhanced the students basic
process skills in terms of observing, classifying,
m easu ring , p red ictin g , in te rp ret in g and
communicating. (2) The science teachers and experts
had the same views on the evaluation of the PSBIM.
(3) The Performance of the Grade 7 Students improved
Further examination reveals that before utilizing the after the utilization of the PSBIM.
process skills-based instructional materials most of the
process skills of grade 7 students were interpreted as In the light of the findings and conclusions of the
low level. After utilizing the process skills – based study, the following recommendations are offered: (1)
instructional materials the communicating skills of the The developed process skills-based instructional
students of the students in terms of three indicators material should reproduce and tried out to other
improved to a moderately high level with the last two schools in the Division of Rizal. (2) Other researchers
to a high level. After using the PSBIM two indicators may conduct similar studies utilizing the advance
were interpreted as high level, which are “explain the science process skills. (3) In-service trainings,
results of the experiment “and “to read and compile Workshops and Learning Action Cell sessions about
information in chart, diagram, graph, and table.” The the creation and usage of instructional materials maybe
last three indicators were interpreted as moderately conducted.
high level: the indicator with the lowest average mean
of 3.02 is “to put various places of information References
together to make a statement”.
Bartolome, Michelle L. (2016) Enrichment Materials in Chemistry
This implies that the use of process skills-based for Grade 9. Unpublished Master’s Thesis. Marikina Polytechnic
instructional materials helped students enhance their Colleges
communication process abilities. DepEd Order No. 018 s.2020 stated the policy guidelines for the
provision of learning resources in the implementation of the Basic
Education Learning Continuity Plan (BE-LCP).

Escobar, Christine B. (2017) Development and Evaluation of

Supplementary Learning Materials in Biology for Grade VII
Students. Unpublished Master’s Thesis. Marikina Polytechnic
College

Kramer, M.A, & O Dalay and Walker J.D (2018). Design and
Assessment of Online, Interactive Tutorials that teach Science

Elmerlyn A. Dionisio 717/718

Psych Educ, 2023, 12: 708-718, Document ID:2023 PEMJ1097, doi:10.5281/zenodo.8274863, ISSN 2822-4353
Research Article

process Skills. Life Science Education,1-11. Safaah, Sekar & Muslim, Muslim & Liliawati, Winny. (2017).
Teaching Science Process Skills by Using the 5-Stage Learning
Cycle in Junior High School. Journal of Physics: Conference Series.
McCombes, Shona (2019) Descriptive Research. Retrieved from 895. 012106. 10.1088/1742-6596/895/1/012106.
scribbr.com/methodology/descriptive research/. November 21,2019.S
Taylor, Wendy (2019) Enrichment in the Classroom.
Marces, Ian Ismael E. (2015) Development and Validation of
https://learningessentialsedu.com/enrichment-in-the-classroom/.
Enrichment Learning Materials in Physics for Grade 7 Students.
Unpublished Master’s Thesis. Marikina Polytechnic College Zeidan, afif. H. and Jayosi, Majdi R. (2014). Science Process Skills
and attitudes toward science among Palestinian Secondary School
Mendoza, John Ray E. (2019). Effectiveness Of Multiple
students. World Journal of Education.,13-24.
Representation Strategy of Teaching in Enhancing the Science
Process Skills and Performance of Grade 8 Students. Unpublished
Master’s Thesis. Marikina Polytechnic College, Marikina City. Affiliations and Corresponding Information

M.K Abadi, M & Cahya, Erik & Jupri, A. (2017). The Development
Elmerlyn A. Dionisio
of Interactive Mathematics Learning Material Based on Local Montalban Heights National School
Wisdom. Journal of Physics: Conference Series. 895. 012086. Department of Education - Philippines
10.1088/1742-6596/895/1/012086.

Rauf,Rose AmnahAbd, Mohamad Sattar Rasul, Azlin Norhaini

Mansor , Zarina Othman, and N Lyndon "Inculcation of Science
Process Skills in a Science Classroom " , Asian Social Science ,
2013.

Rohani, Husaini, ZanatonIkhsan, Hasnah Toran. "A Comprehensive

21st Century Child Development through Scientific Process in Early
Science ", Creative Education, 2019.

Elmerlyn A. Dionisio 718/718