PISA SCIENCE COMPETENCIES OF JUNIOR HIGH SCHOOL STUDENTS TOWARDS THE DEVELOPMENT OF REVIEW MATERIALS

Abstract

This study assessed the PISA Science competencies of Junior High School students at President Diosdado Macapagal National High School to inform the development of localized review materials aligned with international standards. Utilizing a descriptive-correlational design, the research examined three major components: students’ level of science knowledge (content, procedural, and epistemic), extent of science identity (valuing scientific perspectives, affective engagement, and environmental concern), and proficiency in PISA Science competencies (explaining phenomena, making decisions, designing inquiries, and interpreting data). A total of 133 fifteen-year-old learners from Grades 7 to 10 were purposively selected based on the PISA age criteria. Data collection employed a validated 100-item assessment tool adapted from released PISA Science items. Results revealed varying levels of proficiency in scientific knowledge and identity, with a generally satisfactory performance in PISA-related competencies. Significant relationships were found between students' science knowledge, science identity, and their overall PISA Science competency scores. These findings emphasize the urgent need to enhance inquiry-based, contextualized, and competency-driven instruction. As a response, the study proposes the development of review materials targeting identified deficiencies and aligned with the PISA framework. Grounded in Constructivist and Experiential Learning theories, the study advocates for learner-centered, real-world, and problem-based learning approaches. The output aims to strengthen scientific literacy and prepare Filipino students for both global assessments and real-life challenges. The study contributes to the broader educational reforms aligned with the Department of Education’s goals for PISA 2025 readiness.