Science Literacy and Its Influence on Students’ Academic Performance: A Basis for Instructional Intervention
DOI:
https://doi.org/10.67903/ijroms0616Keywords:
Academic performance, Application of scientific concepts, Data interpretation, Scientific reading comprehension, Science literacyAbstract
This study examined the extent of science literacy and its influence on the academic performance of Senior High School students at Buenavista Integrated School during the School Year 2025–2026. Specifically, the study assessed students’ science literacy in terms of scientific reading comprehension, data interpretation and analysis, and application of scientific concepts, and determined whether a significant relationship exists between science literacy and academic performance in science. The study employed a descriptive-correlational quantitative research design. A total of 113 Grade 11 students from the General Academic Strand (GAS), Humanities and Social Sciences (HUMSS), and Technical-Vocational-Livelihood (TVL) strands were selected using purposive and stratified sampling techniques. A researcher-made questionnaire was used to collect data on science literacy, while students’ science grades were used to measure academic performance. Data were analyzed using mean, standard deviation, and Pearson r correlation. Findings revealed that students demonstrated a moderate level of science literacy in scientific reading comprehension (M = 2.97), data interpretation and analysis (M = 2.84), and application of scientific concepts (M = 2.87), with an overall mean of 2.89 interpreted as Moderately Literate. Students’ academic performance in science showed a mean grade of 83.30, described as Satisfactory. Furthermore, the correlation analysis indicated no significant relationship between science literacy and academic performance (r = .198, p = .094). Based on the findings, an intervention program titled Project SAIL: Science Advancement through Inquiry and Literacy was proposed to enhance students’ science literacy and academic performance through guided reading, data analysis activities, and inquiry-based learning strategies. The study recommends strengthening science literacy instruction to support improved learning outcomes.
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