Author

Thea Kristina D. Sion*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This survey – correlational research was conducted to determine the relationship between the executive function and mastery of science concept among grade 10 learners for the school year 2025 – 2026. The participants of this study were the 132 taken from the total population of 196 grade 10 students selected through stratified random sampling by lottery method using the Taro Yamane formula. To measure the level of executive function, a 30-item executive function questionnaire adapted from Baddeley and Diamond (2013) was used. To measure the level of mastery of science concept, a 29-item standardized test based on the Most Essential Learning Competencies (MELCS) was used. The two instruments were subjected to face and content validation by a panel of experts and were pilot-tested to 30 grade 10 students who were not included as participants of the study for reliability measures. The independent variable in this study was the executive function of grade 10 students. The dependent variable was the mastery of science concept of the grade 10 students. Frequency count, percentage, mean, and standard deviation as descriptive statistical tools were utilized for data analysis. Moreover, the Pearson was used as inferential statistical tool to determine the significant relationships.  A two – tailed test was used at 5% level of significance for all inferential analysis. The results revealed that the overall level of executive function among the participants was found to be high, indicating that learners generally possessed strong cognitive flexibility and inhibitory control skills. Among its component, working memory was at a moderate level, suggesting some difficulty in handling complex or multi-step tasks, while cognitive flexibility and inhibitory control were both high, reflecting students’ ability to adapt to changes and control their behavior effectively. Furthermore, the finding showed a significant relationship between executive function and mastery of science concept. This indicated that having well-developed executive function skills was important in fostering higher mastery of science concepts. The stronger the students’ executive function abilities such as working memory, cognitive flexibility, and inhibitory control, the higher their level of understanding and mastery of science concepts was likely to be.

Keywords: Executive Function, Working Memory, Cognitive Flexibility, Inhibitory Control and Science Mastery.

*Corresponding author / Email: siontheakristina@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021114

Recommended citation:
Sion, T. K. D. (2026). Executive function and mastery of science concept of grade 10 learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3608-3620. http://doi.org/10.69651/PIJHSS05021114

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