Cladys M. Falcunaya | Victoria B. Uvas
Science and technology are some of the epitomes of human existence that will continue to bring about impact in various aspects of life. Science education does not only aim to transfer knowledge but to gain scientific understanding, a goal for a scientifically literate society. This study tested the hypothesis that students' participation and high sense of achievement in the science immersion program and their academic emotion towards the subject can serve as predicting factors to the development of their scientific literacy skills. The data were obtained from science high school students (n=141) who had under gone an immersion program in various STEM-related institutions and industries. The study participants answered the Academic Emotions Questionnaire for Filipinos (King,2010) and a modified test of scientific literacy skills as the main instruments. The results of the hierarchal regression analysis revealed that differences in academic emotions are not a good predictor of scientific literacy, however, attending the science immersion program and their sense of satisfaction can significantly predict their level of scientific literacy. Additionally, students with higher knowledge of the science concepts and skills are expected to have greater scientific literacy skills than others, thus students from science high schools are anticipated to exhibit proficient scientific literacy skills.
ISSN 2960-396X (Online)
Philippine E-Journals
