Navigating Scientific Literacy: A Convergent Parallel Mixed-Methods Analysis of Grade 8 Scholars in Philippine Science High School
DOI:
https://doi.org/10.69569/jip.2025.435Keywords:
PISA framework, REAP, Scientific literacy, Sci LiFE Framework, STEM education, Transdisciplinary curriculumAbstract
Scientific literacy (SL) is increasingly conceptualized as a multidimensional construct that integrates cognitive competence, affective disposition, behavioral engagement, contextual awareness, and technological integration. Within specialized science institutions such as the Philippine Science High School (PSHS) System, scientific literacy is assumed to be inherently strong due to selective admission and rigorous STEM-focused curricula. However, limited empirical investigations have examined how these dimensions interact in high-performing academic environments, particularly during transitional stages of secondary education. This study examined the scientific literacy of Grade 8 students at PSHS–Caraga Region Campus using a convergent parallel mixed-methods design. Quantitative data were collected from 117 students via a standardized PISA 2015 assessment that measured three competencies: identifying scientific issues, explaining phenomena scientifically, and using scientific evidence, as well as a validated multidimensional SL manifestation survey grounded in Kang's framework. Qualitative data were gathered through Focus Group Discussions (FGDs) to explore lived experiences in scientific reasoning, inquiry engagement, and technology use. Results indicated overall Level 3 proficiency, with advanced performance in explaining phenomena (Level 5) and using evidence (Level 4), but a limited ability to identify scientific issues (Level 1b). Although all five SL domains were highly evident, the technological and affective dimensions demonstrated a stronger predictive influence on overall proficiency. Thematic findings revealed patterns of structured reasoning dependence, digital fluency accompanied by evaluative gaps, performance-driven motivation, and emerging inquiry formulation challenges. Convergent integration of quantitative and qualitative findings indicates that conceptual mastery and technological access do not automatically translate into autonomous inquiry competence, particularly in the domain of scientific issue identification. The study advances the Scientific Literacy for Engagement (Sci LiFE) Framework and a Re-Entry Action Plan (REAP) to institutionalize inquiry scaffolding, metacognitive strengthening, and transdisciplinary alignment. The findings contribute to discussions of science education reform in specialized and mainstream secondary contexts.
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