Author

Juralin F. Lusanta*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This quasi-experimental study investigated the effect of STEM–Driven Science activities on scientific literacy skills and innovativeness of Grade 7 learners at Bag-ong Barrio National High School for school year 2025–2026. The independent variable was the STEM–driven science activities, and the dependent variables were scientific literacy skills and innovativeness. Two Grade 7 sections were used, composed of twenty-two (22) students in the Silver group and twenty-three (23) in the Gold group, totaling forty-five (45) respondents. Total population sampling was employed, including all learners from the existing sections. The two sections were assigned to the control and experimental groups using the “draw lots method” to ensure an equal chance and minimize bias. The study was pilot tested on thirty (30) students from Presentacion Diez Gregorio National High School. Data were gathered using two sets of 20-item researcher-made Scientific Literacy Skills Test and Innovativeness Test for Grade 7 learners. The descriptive statistics used in the study were the frequency count, percentage, mean and standard deviation.  Moreover, for inferential statistical tools, Cohen’s d, t-test for independent and dependent samples was used. The alpha level of significance was set at 0.05. Major findings revealed that both groups had moderate levels of innovativeness and scientific literacy skills in the pretest. Furthermore, in the posttest, the control group remained moderate in innovativeness and increased in scientific literacy, while the experimental group achieved high levels in both. Moreover, there was no significant difference between the pretests of the control and experimental groups. Also,a significant differences were found between the pretests and posttests of both groups. Finally, the effect size of the STEM–Driven Science activities on innovativeness and scientific literacy skills was small.

Keywords: STEM-driven science activities, scientific literacy skills, innovativeness, quasi-experimental study, Grade 7 learners.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021084

Recommended citation:
Lusanta, J. F. (2026). Effect of STEM-driven science activities on scientific literacy skills and innovativeness of Grade 7 learners. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 3134-3154. http://doi.org/10.69651/PIJHSS05021084

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