SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS

Jennelyn I. Mingoa, Ferdinand T. Abocejo

Abstract


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:

Hit counter


Keywords


science performance, scholastic aptitude, sex, scholarship status

Full Text:

PDF

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




DOI: http://dx.doi.org/10.46827/ejes.v8i3.3660

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jennelyn I. Mingoa, Ferdinand T. Abocejo

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).