Learning Environment and Science Self-Efficacy as Predictors of Junior High School Students’ Scientific Literacy
DOI:
https://doi.org/10.69569/jip.2026.259Keywords:
Junior high school students, Learning environment, Philippines, Science self-efficacy, Scientific literacyAbstract
Scientific literacy among Filipino junior high school students remains a concern, as reflected in their consistently low performance in international assessments. Given this context, this study aimed to determine the association of the learning environment and science self-efficacy with the scientific literacy of junior high school students. A quantitative, non-experimental correlational research design was employed. The respondents were 105 Grade 9 and Grade 10 students from a private junior high school in Davao City during the Academic Year 2025–2026, selected through simple random sampling. Data were collected using adapted and validated questionnaires measuring learning environment, science self-efficacy, and scientific literacy. Mean, Pearson product–moment correlation, and multiple regression analysis were used to analyze the data. Results revealed high levels of learning environment (M = 4.09), science self-efficacy (M = 3.89), and scientific literacy (M = 4.10). Using correlational analysis, the study found that the learning environment was strongly and positively associated with scientific literacy (r = .64, p < .001), while science self-efficacy also showed a significant positive association with scientific literacy (r = .57, p < .001). Multiple regression analysis indicated that the two variables jointly explained 45.5% of the variance in scientific literacy (R² = .455, F (2, 102) = 42.65, p < .001), with learning environment demonstrating a larger standardized regression coefficient (β = .47) than science self-efficacy (β = .27). Both variables significantly predicted scientific literacy, with the learning environment emerging as the stronger predictor. These findings are consistent with Constructivist Learning Theory, which emphasizes that knowledge develops through meaningful experiences and social interaction. The study contributes to the growing body of evidence supporting the role of learning environment and science self-efficacy in relation to scientific literacy among junior high school students.
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