Measuring Undergraduates’ Evaluation of Scientific Information and Arguments using Scientific Literacy Skills (SLS)

Abstract

There is a consistently poor performance of Filipino students in international assessment (TIMSS and PISA) studies and national assessment studies. Studies reveal that Filipino students have low retention of concepts, have limited reasoning and analytical skills, and poor communication skills. Findings of this study will be used to strengthen emphasis on information literacy in order to rid from fake news or misinformation. The study sought to present the scientific
literacy skills profile PSU Lingayen students, what science literacy skills do most PSU students possess or needs improvement. The research was conducted in Pangasinan State University, Lingayen Campus in January – August 2018. The population in this research was third year students of all programs offered in
the campus. The sample used was 390 students, 30 students from each program using purposive sampling technique The study is descriptive in nature. The design is to make description systematically, factual, and accurate about scientific literacy skills undergraduate students of PSU Lingayen. The research did not provide treatment, manipulation or alteration to the independent variables, but describes a condition as it is. It utilized the Science Literacy Test was adapted.
The study found that most of the students have scored below the median score based on Scientific Literacy Skills (SLS) test conducted. Students from the BS Math have the highest SLS while the students from BS IT have the lowest SLS. On average, College of Education has the highest SLS and College of Technology has the lowest SLS. There is varied performance of students on the different SLS skills. Curricular reform to include activities and provide opportunities targeting the development of SLS, send teachers to training to gain pedagogical skills in delivery science lessons, integrate SLS to other courses, conduct seminar on Information Literacy among teachers and faculty focusing on evaluation of scientific arguments are the recommendations provided in the study.