Promoting Scientific Process Skills and Learning Achievement through Activity-Based Learning on the Topic “Changes in Substances” among Grade 5 students

Abstract

     This research aims to: (1) compare students’ scientific process skills with the  established criterion after implementing Activity-Based Learning; (2) compare students’ science learning achievement with the criterion after implementing Activity-Based Learning;  and (3) examine students' satisfaction toward this learning approach. The sample group was selected through purposive sampling. The research  instruments consisted of: five activity-based lesson plans (totaling 12 hours), a 20-item science achievement test, a 20-item scientific process skills test covering observation, hypothesis formulation, experimentation, and data-based conclusion skills, and a 15-item satisfaction questionnaire on Activity-Based Learning. 

     The research findings indicated that, when comparing the students' scientific process skills after implementing Activity-Based Learning with the standard criterion, students demonstrated significantly higher skills than the criterion at the .01 level of statistical significance. Similarly,  students’ science learning achievement was significantly higher than the 70% criterion at the .01 level of statistical significance. Furthermore, students’ satisfaction with Activity-Based Learning was found to be at a high level. These results suggest that Activity-Based Learning is an effective instructional approach for enhancing both students’ scientific process skills and their academic achievement.