Jay Ar A. Robles (Author)
Abstract
Low proficiency of students’ science process skills is a global problem. This study determined the significance of laboratory classroom environment and learning engagement as predictors of science process skills of criminology students. Predictive-correlational design, total enumeration approach, convenience sampling technique, and multiple linear regression analysis were utilized in this study. There were 514 samples. It was found out that laboratory classroom environment and learning engagement significantly contributed to student science process skills. These results affirm the theory of Social Learning Theory. Future researchers may explore other variables not covered in this study to account the 40.5% variance in the criterion variable. Educational institutions may initiate programs to improve environmental literacy and increase student participation, thereby enhancing students’ science process skills– contributing to the realization of SDG 4.
Keywords: Science process skills, higher education setting, laboratory classroom environment, learning engagement, criminology students, general chemistry
DOI: http://doi.org/10.69651/PIJHSS0403421
Recommended citation:
Robles, J. A. A. (2025). Science process skills examined in higher education setting: The influence of laboratory classroom environment and learning engagement among Criminology students in General Chemistry. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4526-4536. http://doi.org/10.69651/PIJHSS0403421
Read the full text
References
Barosa, E. (2018). An appraisal of engineering students’ critical thinking and science process skills using problem-based learning approach. AsTEN Journal of Teacher Education. https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/1017
Blakey, C. H. (2021). Student engagement: Perspectives of online students in higher education (Order No. 28548166). ProQuest Central. https://www.proquest.com
Bybee, R. W. (2014). The case for STEM education: Challenges and opportunities. NSTA Press.
Canoy, A. M. M. (2024). The influence of inquiry-based learning on integrated science process skills of college students in Tagum City: Basis for an intervention plan. EPRA International Journal of Multidisciplinary Research (IJMR), 10(8), 880–890. https://doi.org/10.36713/epra18107
Chen, X., Mao, P., Cai, Z., He, J., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology. https://www.frontiersin.org/articles
Conchas, D., Montilla, A. R., Romblon, K. D., Torion, M., Reyes, J. J., & Tinapay, A. (2023). Assessing the experiential learning and scientific process skills of senior high school STEM students: A literature review. International Journal of Multidisciplinary Research and Publication. https://www.researchgate.net/publication/372533108_Assessing_the_Experiential_Learning_and_Scientific_Process_Skills_of_Senior_High_School_STEM_Students_A_Literature_Review
Delfino, A. P. (2019). Student engagement and academic performance of students of State University. ResearchGate. https://www.researchgate.net/publication/338275769_STUDENT_ENGAGEMENT_AND_ACADEMIC_PERFORMANCE_OF_STUDENTS_OF_PARTIDO_STATE_UNIVERSITY
Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2017). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. https://ascnhighered.org/ASCN/resources/178343.html
Gizaw, G. G., & Sota, S. S. (2020). Improving science process skills of students: A review of literature. Science Education International. https://www.icaseonline.net/journal/index.php/sei/article/view/526
Harman, G., & Cokelez, A. (2016). Pre-service science teachers’ views on laboratory applications in science education: The effect of a two-semester course. Universal Journal of Educational Research, 4(1), 22–30. https://doi.org/10.13189/ujer.2016.040103
Jones, R., & Bursens, P. (2015). The effects of active learning environments: How simulations trigger affective learning. European Political Science, 14(3), 254–265. https://doi.org/10.1057/eps.2015.22
Kwok, P. W. (2015). Science laboratory learning environments in junior secondary schools. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1–22. https://doi.org/10.58249/sjse.v3i02.113
Lee, H. M., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., Lin, J. W., & Tsai, C. C. (2019). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18(1), 1–24. https://link.springer.com/article/10.1007/s10763-019-09951-w
Lindsey, H. (2017). Self-efficacy, student engagement, and student learning in introductory statistics. ScholarWorks at Montana State University. https://scholarworks.montana.edu/xmlui/handle/1/12794
Mehalik, M., Doppelt, Y., & Schunn, C. (2018). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71–85. https://doi.org/10.1002/j.2168-9830.2008.tb00955.x
Miksza, P., Shaw, J., Richerme, L. K., Hash, P., Hodges, D., & Parker, E. C. (2023). Quantitative descriptive and correlational research. In Music education research: An introduction. Oxford University Press. https://academic.oup.com/book/45607/chapter-abstract
Mondejar, H. C., & Asio, J. M. (2019). Students’ level of science process skills acquisition and academic achievement during the pandemic. ResearchGate. https://www.researchgate.net/publication/363924722_Students’_Level_of_Science_Process_Skills_Acquisition_and_Academic_Achievement_during_the_Pandemic
Rogers, J. (2013). Laboratory classroom environment, sex, and frequency of practical work as determinants of middle-school science students’ attitudes and aspirations. Curtin University. https://espace.curtin.edu.au/bitstream/handle/20.500.11937/2640/193116_Rogers%20Joanne%202013.pdf?sequence=2
Wright, S. (2021). The importance of rigor and engagement on student achievement and mastery: An evaluation study (Order No. 28320929). ProQuest Central. https://www.proquest.com/dissertations-theses/importance-rigor