Science readiness of the first year BSMLS students: Basis for an intervention activity

Jill Ann R. Paranada; Carmela M. Florentino

doi:10.31893/multiscience.2026294

Keywords:

Abstract

The need to increasingly rely on science and technology in many areas, such as education, emphasizes the necessity for students to develop solid scientific preparedness. This study aimed to determine the science readiness of first-year bachelor of science in medical laboratory science (BSMLS) students at the University of Northern Philippines. Specifically, it explored the relationships between students' demographic profiles and their readiness for biology, chemistry, and the five cognitive skills necessary for scientific understanding. The results revealed that the majority of the respondents were female, were interested in science, were graduates of STEM programs, and came from rural areas. Furthermore, the majority of the respondents had parents who were college graduates with a monthly income of 10,000.00 or less. Overall, the students demonstrated a high level of science readiness—specifically, high readiness in biology, moderate readiness in chemistry, and high readiness in the cognitive domains of remembering and understanding. However, they showed only moderate readiness in analyzing, applying, and evaluating scientific concepts. While most demographic variables did not show a significant relationship with students’ science readiness, academic track was significantly associated with students’ ability to evaluate biology concepts, and family income was found to influence their analytical thinking skills. In light of these findings, the CHEM-HOTS intervention activity was developed to improve the students' readiness for advanced studies in science.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Paranada, J. A. R., & Florentino, C. M. (2025). Science readiness of the first year BSMLS students: Basis for an intervention activity. Multidisciplinary Science Journal, 8(5), 2026294. https://doi.org/10.31893/multiscience.2026294

[1] Acosta, I., & Acosta, A. (2016). Teachers’ perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(11), 2435–2450. https://doi.org/10.13189/ujer.2016.041024

[2] Affandy, H., Sunarno, W., Suryana, R., & Hasanah, H. (2024). Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education. Thinking Skills and Creativity, 51, 101575. https://doi.org/10.1016/j.tsc.2024.101575

[3] Allawan, J. (2021). Exploring the factors influencing the performance in biology of senior high school students at University of Mindanao, Philippines. International Journal of Research and Innovation in Social Science, 5(6), 18–24. https://doi.org/10.47772/ijriss.2021.5618

[4] Azigwe, J., Adda, G., Awuni, A., & Kanyomse, A. (2016). The private school effect on student achievement in mathematics: A longitudinal study in primary schools in Ghana. British Journal of Education, 4(9), 1–14. Retrieved December 6, 2020, from https://www.nuffieldfoundation.org/news/childrena%C2%80%C2%99s-cognitive-development-is-affected-by-long-term-poverty-but-not-by-family-instability

[5] Becker, M., Lüdtke, O., Trautwein, U., Köller, O., & Baumert, J. (2012). The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter? Journal of Educational Psychology, 104(3), 682–699. https://doi.org/10.1037/a0027608

[6] Bernardo, A. B., Limjap, A. A., Prudente, M. S., & Roleda, L. S. (2008). Students’ perceptions of science classes in the Philippines. Asia Pacific Education Review, 9(3), 285–295. https://doi.org/10.1007/bf03026717

[7] Berkowitz, M., & Stern, E. (2018). Which cognitive abilities make the difference? Predicting academic achievements in advanced STEM studies. Journal of Intelligence, 6(4), 48. https://doi.org/10.3390/jintelligence6040048

[8] Campbell-Phillips, S. (2020). Education and curriculum reform: The impact they have on learning. Budapest International Research and Critics in Linguistics and Education Journal, 3(2), 1074–1082. https://doi.org/10.33258/birle.v3i2.1036

[9] Chan, P., Van Gerven, T., Dubois, J., & Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/10.1016/j.caeo.2021.100053

[10] Chiu, M. M. (2007). Families, economies, cultures, and science achievement in 41 countries: Country-, school-, and student-level analyses. Journal of Family Psychology, 21(3), 510–519. https://doi.org/10.1037/0893-3200.21.3.510

[11] Commission on Higher Education. (2017). CMO No. 13, s. 2017: Policies, standards, and guidelines for Bachelor of Science in Medical Laboratory Science program. Commission on Higher Education. https://www.ched.gov.ph

[12] Daungtod, S., Sangboonraung, W., Jarutkamolpong, S., & Kwangmuang, P. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(8), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309

[13] Department of Education. (2016). K-12 science curriculum guide. Department of Education. https://www.deped.gov.ph

[14] De Ramos-Samala, H. (2018). Spiral progression approach in teaching science: A case study. In 4th International Research Conference on Higher Education (pp. 555–567). https://doi.org/10.18502/kss.v3i6.2404

[15] Department of Education. (2016). K to 12 curriculum guide: Science (grades 3 to 10). Retrieved December 3, 2020, from http://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_withtagged-sci-equipment_revised.pdf

[16] Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70–74.

[17] Dickerson, A., & Popli, G. (2016). Persistent poverty and children’s cognitive development: Evidence from the UK Millennium Cohort Study. Journal of the Royal Statistical Society: Series A (Statistics in Society), 179(2), 535–558. https://doi.org/10.1111/rssa.12128

[18] Faisal, R., Shinwari, L., & Mateen, H. (2016). Evaluation of the academic achievement of rural versus urban undergraduate medical students in pharmacology examinations. Asian Pacific Journal of Reproduction, 5(4), 317–320. https://doi.org/10.1016/j.apjr.2016.06.002

[19] Firmansyah, F., Komala, R., & Rusdi, R. (2018). Self-efficacy and motivation: Improving biology learning outcomes of senior high school students. Jurnal Pendidikan Biologi Indonesia, 4(3), 257–264. https://doi.org/10.22219/jpbi.v4i3.6878

[20] Fisher, K. (2016). The relationship between extracurricular STEM activities and performance on the Florida science assessment. Unpublished manuscript. https://api.semanticscholar.org/CorpusID:113542072

[21] Garcia, G. A. (2020). Development and validation of a worktext in electromagnetism. Liceo Journal of Higher Education Research, 16(1), 44–59. https://doi.org/10.7828/ljher.v16i1.1366

[22] Grabau, L. J., & Ma, X. (2017). Science engagement and science achievement in the context of science instruction: A multilevel analysis of U.S. students and schools. International Journal of Science Education, 39(8), 1045–1068. https://doi.org/10.1080/09500693.2017.1313468

[23] Hair, N., Hanson, J., Wolfe, B., & Pollak, S. (2015). Association of Child Poverty, Brain Development, and Academic Achievement.. JAMA pediatrics, 169 9, 822-9. https://doi.org/10.1001/jamapediatrics.2015.1475.

[24] Han, W. (2000). Comment on Bloom’s taxonomy of educational objectives for the cognitive domain. Journal of Nanjing Normal University.

[25] Ibragimova, L. (2022). Professional and personal development of teachers as vital resource in changing world. European Proceedings of Social and Behavioural Sciences. https://doi.org/10.15405/epsbs.2022.02.70

[26] Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307–329. https://doi.org/10.1007/s10648-013-9248-9

[27] Lau, K. C. (2014). The science education of the East Asian regions – What we can learn from PISA. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 15, No. 2, pp. 1–18). The Education University of Hong Kong, Department of Science and Environmental Studies.

[28] Li, Y., Yang, H., & Luo, L. (2020). Poverty exposure and cognitive abilities of children in rural China: Causation and the roles of family investments. Children and Youth Services Review, 119, 105747. https://doi.org/10.1016/j.childyouth.2020.105747

[29] Magas, J. (2023). Predictors of student’s performance in TIMSS mathematics released items. Psychology and Education: A Multidisciplinary Journal, 6(11), 1–1. https://doi.org/10.5281/zenodo.7575160

[30] Magno, C., & Gonzales, R. D. L. C. (2011). Measurement and evaluation in the Philippine higher education: Trends and development. In UNESCO Policy Studies: Trends and development in Philippine education. UNESCO. https://doi.org/10.13140/2.1.2782.3681

[31] Main, P. (2021). A teacher’s guide to SOLO taxonomy. Structural Learning. https://www.structural-learning.com/post/what-is-solo-taxonomy

[32] Manley, K. S. (2018). Urbanicity in Kentucky: A study on academic achievement in urban versus rural students. University of Louisville Institutional Repository. https://ir.library.louisville.edu/honors/166

[33] Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology, 12, 784068. https://doi.org/10.3389/fpsyg.2021.784068

[34] Meresen, D. J. G. (2022). Biochemistry performance of nursing students in a state university in Ilocos Region, Philippines. Science International (Lahore), 34(6), 23–26.

[35] Mirasol, J., Necosia, J., Bicar, B., & Garcia, H. (2021). Statutory policy analysis on access to Philippine quality basic education. International Journal of Educational Research Open, 2, 100093. https://doi.org/10.1016/j.ijedro.2021.100093

[36] Morano, L., & Nepomuceno, C. (2015). Science readiness of college freshmen: Implications to inquiry-based science instruction. WVSU Research Journal, 4(2), 18–33. https://doi.org/10.59460/wvsurjvol4iss2pp18-33

[37] Mulyani, A., Indriyanti, D., & Madnasri, S. (2023). Research trend of 21st century skills in science education through bibliometrics. Jurnal Pendidikan Sains Indonesia, 11(4). https://doi.org/10.24815/jpsi.v11i4.32527

[38] National Research Council, Board on Science Education, & Committee on Guidance on Implementing the Next Generation Science Standards. (2015). Guide to implementing the next generation science standards. National Academies Press.

[39] National Research Council, Division of Behavioral and Social Sciences, Board on Science Education, & Committee on a Conceptual Framework for New K-12 Science Education Standards. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

[40] Nesayan, A., Amani, M., & Asadi, G. (2019). Cognitive profile of children and its relationship with academic performance. Basic and Clinical Neuroscience, 10(2), 165–174. https://doi.org/10.32598/bcn.9.10.230

[41] Nja, C., Neji, H., Orim, R., Ukwetang, J., Ideba, M., Cornelius-Ukpepi, B., & Ndifon, R. (2022). The socio-economic rank of parents and students’ academic and cognitive outcomes: Examining the physical, psychological and social mediators. Frontiers in Education, 7, 938078. https://doi.org/10.3389/feduc.2022.938078

[42] Nwachukwu, C., Onwukwe, E., Evans-Kemka, C., Azorji, J., & Ngumah, M. (2024). Influence of environment on academic performance of senior secondary school biology students in Owerri Municipal Council of Imo State. International Journal of Education, Learning and Development, 12(7), 233–247. https://doi.org/10.37745/ijeld.2013/vol12n72334

[43] Odom, S., Boso, H., Bowling, S., Brownell, S., Cotner, S., Creech, C., Drake, A., Eddy, S., Fagbodun, S., Hebert, S., James, A., Just, J., St. Juliana, J., Shuster, M., Thompson, S., Whittington, R., Wills, B., Wilson, A., Zamudio, K., Zhong, M., & Ballen, C. (2021). Meta-analysis of gender performance gaps in undergraduate natural science courses. CBE—Life Sciences Education, 20(1), ar4. https://doi.org/10.1187/cbe.20-11-0260

[44] Oducado, R., & Malaga, X. (2021). Does senior high school strand matter in nursing students’ academic self-regulated learning and academic performance? Southeast Asian Nursing Research, 3(1), 1–7. https://doi.org/10.26714/SEANR.3.1.2021.1-7

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