1. Significance of the Study
This study explores the impact of first-hand science experiments on the skill
development of science major students, aiming to inform educational practices and assist
institutions in adapting to the evolving scientific landscape.
Students would find this study helpful as this would present them inputs on the
effectiveness of first-hand experiments of student’s skill development. (pero very obvious
ra kaayu ni)
Teachers would find this study advantageous on having a wide understanding
upon knowing the factors involved in the Self-efficacy of their students.
School Administrators would provide them instruments to be used to be able to
conduct experiments and enhance science major student’s expertise.
Future Researchers may use this research study as reference in gathering data
in conducting a similar study. This study may also help them uncover critical areas of the
topic that the previous researchers were not able to explore.
Scope and Delimitation
This study focuses on the effectiveness of first-hand experiment in the
enhancement of skills of science major students were in 2nd year science major
respondents around students of University of Cebu Main Campus.
The researchers did not disclose any of the participant’s identity and background.
Students answers with respect to the Social Media usage and its impact on their self-
efficacy is the main topic of this research.
2. Theoretical background
The Inquiry-Based Learning Theory
Dewey's theory (1938) emphasizes learning through inquiry, where students develop
scientific skills by actively investigating and questioning phenomena. It highlights the
importance of hands-on experience and problem-solving in science education.
Inquiry in the classroom lays the responsibility for learning on the students and
motivates them to come to an understanding of things on their own, in line with John
Dewey's theory that education starts with the learner's curiosity. Inquiry-based learning
is described by Lee et al. (2004) as a "array of classroom practices that promote student
learning through guided and, increasingly, independent investigation of complex
questions and problems, often for which there is no single answer" (p. 9). Students are
encouraged to develop their skills in questioning well, determining what needs to be
learned and what resources are needed to answer those questions, and sharing their
learning with others.
The Cognitive Apprenticeship Model (Collins et al., 1989):
This theory proposes that scientific skills are best developed through apprenticeship-like
experiences where novices work alongside experts. It emphasizes the importance of
mentorship and social interaction in skill acquisition. Cognitive apprenticeship theory
emphasizes knowledge that can be applied in real world settings. The theory is broken into
six teaching methods that can be sorted into three groups. Modeling, coaching, and
scaffolding come from traditional apprenticeship models. Articulation and reflection allow
students to access and control their own problem-solving strategies. Exploration encourages
autonomy in both problem-solving and problem formulation.
Instructional Theory for Skill Development
The theory for fostering skill development outcomes, as proposed by Romiszowski (2009), can
be used for fostering all types of skills. Romiszowski defines skill as “the capacity to perform a given type
of task or activity with a given degree of effectiveness, efficiency, speed or other measure of quantity or
quality (p.202)”. He distinguishes between intellectual skills (that involve the mind), motor, sensorimotor,
or psychomotor skills (that involve the body), personal skills (that involve emotions), and interpersonal
skills (that involve interacting with others). Skill is distinct from knowledge, in that it develops with
experience and practice, whereas knowledge is something you either have or do not have.
3. According to the theory, skills exist along a continuum of complexity from reproductive to
productive. Reproductive skills are those which are focused on applying standard procedures, or
automated processes, such as multiplying numbers or typing. Productive skills, on the other hand,
involve the application of principles and strategies, such as creative writing or playing chess.
Romiszowski indicates that whether a skill is reproductive or productive has much greater influence on
the selection and design of instructional strategy than if a skill is intellectual, motor, personal, or
interpersonal.
