THE NUMERACY LEVEL AND SCIENCE COMPUTATIONAL SKILLS OF GRADE 7 PHYSICS INSTRUCTION
DOI:
https://doi.org/10.5281/zenodo.15793704Keywords:
numeracy, science computational skills, Physics instruction, Grade 7 learners, intervention program, Project PHYSICS, STEM education, cognitive load theory, constructivist learning, secondary education Philippines.Abstract
In the context of growing concern over students’ scientific literacy and mathematical competence, this study investigated the numeracy levels and science computational skills of Grade 7 learners in Physics instruction in a public secondary school in Sibulan District I. Utilizing a descriptive-correlational research design, the study assessed the performance of 74 randomly selected learners through the Enhanced Regional Unified Numeracy Test (ERUNT) and a researcher-made Science Computational Skills Test. The findings revealed that while learners demonstrated Highly Proficient performance in basic numeracy, their ability to apply these skills in Physics contexts was only Fairly Satisfactory. Statistical analysis showed no significant differences in performance based on sex or maternal educational attainment, and a weak, non-significant correlation between numeracy and science computational skills. These results highlight a disconnect between foundational arithmetic skills and their application in scientific problem-solving. In response, the study recommends instructional interventions such as Project PHYSICS—Pedagogical Help for Youth in Science Intervention for Computational Skills—to bridge the gap through contextualized, learner-centered approaches. The study contributes to ongoing efforts to improve STEM education in the Philippines by emphasizing the need for integrative pedagogy in junior high school science.
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