Students’ competency in explaining scientific phenomena and academic performance: a case study of Advanced Level Science students in Kandy educational zone, Sri Lanka
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Date
2024-11-01
Authors
Rathnayake, B. R. M. A. S. M.
Senevirathne, K. S. H. M. V. W. W.
Journal Title
Journal ISSN
Volume Title
Publisher
Postgraduate Institute of Science (PGIS), University of Peradeniya, Sri Lanka
Abstract
Science education aims to use scientific knowledge to explain phenomena by understanding
their causes, circumstances, and implications. Despite the importance of this competency in
the 21st century, it is uncertain if students in Sri Lanka's G.C.E. A/L science stream possess
the proficiency demanded by the global community. This study examined the relationship
between competency in explaining scientific phenomena and the academic performance of
students in the Advanced Level Science stream based on their gender. The study employed
descriptive one-shot cross-sectional survey analysis under a quantitative research approach.
The study sample consisted of 121 Grade 13 students enrolled in Advanced Level Science
classes in six schools in Kandy Zone, selected by a non-randomized convenience sampling
method. Data were collected using a self-constructed test of competency in explaining
scientific phenomena, with a reliability coefficient of 0.584. First and second term test marks
were utilised by students to assess their academic performance. Data were analysed using
MS Excel and SPSS software, using descriptive and parametric statistical methods. The
mean, range, and standard deviation of scores in students’ competency in explaining
scientific phenomena and academic performance were analysed; correlation and regression
analysis were used to assess relationships between the variables. The mean scores of
competencies in explaining scientific phenomena were 29.26 and 41.44, with standard
deviations of 16.02 and 19.61, while mean scores of academic performance were 46.9 and
56.02, with standard deviations of 11.17 and 17.16 in male and female students, respectively.
Female students demonstrated higher levels of competency than male students, with 13.6%
of female and 3.2% of male students falling into the good and very good performance
categories. A positive correlation between competency in explaining scientific phenomena
and academic performance was observed (r = 0.620, n = 121, p = 0.001). Furthermore, the
unstandardized coefficient of the competency scores in explaining scientific phenomena
indicated that for each competency score raised, male and female students' academic
performance scores increased by 0.223 (p = 0.011) and 0.638 (p = 0.000), respectively. The
findings suggest that teachers should implement instructional strategies that can improve
students' competency in explaining scientific phenomena, as this affects their academic
performance.
Description
Keywords
Advanced level , Academic performance , Scientific phenomena , Science stream
Citation
Proceedings of the Postgraduate Institute of Science Research Congress (RESCON) -2024, University of Peradeniya, P 233