Examining Science Process Skills Among Select High School Students

The development of science process skills (SPS) plays a crucial role in improving learners' intelligence, hands-on abilities, and social skills. Acquired SPS allows learning in a more constructive and effective way improving learners' cognitive and mental capabilities. This study assessed the process of development of SPS among select learners in a lab activity on density and looked into their attitude towards chemistry and their ability to practice SPS via case study approach through classroom observations using an SPS and chemistry attitude inventory and an expert-validated SPSPA to determine the SPS exhibited. Based on the results, learners have a positive attitude towards chemistry (μ=4.0492, SD=1.5566) and sometimes practice SPS (μ=2.41, SD=0.81) in class such as communicating, interpreting, and questioning. However, Case A (high-performing student) has the most exhibited SPS which has an average level of proficiency while cases B and C have an approaching proficiency level and developing level for case D (student at-risk). Overall, the study illustrated that SPS can be examined which can then be an onset for strategies to optimize learning, as evidence is clearly exhibited that there exist varying degrees of proficiency across cases.