Scientific Literacy Skills and Their Influencing Factors Among Public School Science Teachers
Main Article Content
Keywords
Data analysis, professional development, science education, scientific literacy, time management
Abstract
Scientific literacy skills (SLS) are crucial for effective science education, but context-specific evidence on public-school science teachers' SLS and related school factors remains limited. This convergent mixed-methods study examined the SLS of 19 public-school science teachers using the 28-item Test of Scientific Literacy Skills, which measures understanding methods of inquiry and data processing and interpretation. Results showed that 21% of teachers exhibited high SLS, 63% moderate SLS, and 16% low SLS. Teachers performed best in evaluating the use and misuse of scientific information but showed weaker performance in interpreting basic statistics, reading graphs, and justifying conclusions using quantitative data. Findings suggest that even younger teachers pursuing postgraduate education may struggle with practical SLS, indicating possible gaps in pre-service preparation and professional development. Interviews identified workload, limited facilities, training opportunities, teaching-learning modality, and access to science journals as key influences on SLS.
References
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Budiman, I., Kaniawati, I., Permanasari, A., & Lukmana, I. (2021). Teachers' perspective on in science scientific learning: literacy Descriptive survey. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 218-224. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1123
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Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
Dani, D. (2009). Scientific literacy and purposes for teaching science: A case study of Lebanese private school teachers. International Journal of Environmental and Science Education, 4(3), 289-299. https://files.eric.ed.gov/fulltext/EJ884398.pdf
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Frago, R. L., & Janer, S. S. (2020). Effect of demonstration method and laboratory method in enhancing the conceptual understanding of grade ten (10) students in chemistry. International Journal of Engineering Science and Computing, 10(5), 25784–25790.
Funa, A. A., Roleda, L. S., & Prudente, M. S. (2024). Integrated science, technology, engineering, and mathematicsproblem-based learning-education for sustainable development (I-STEMPBL-ESD) framework. In Y. S. Ong, T. T. M. Tan, & Y. J. Lee (Eds.), A diversity of pathways through science education (pp. 151-172). Springer Nature Singapore. https://doi.org/10.1007/978981-97-2607-3_9
Funa, A. A., Gabay, R. A. E., Esdicul, K. L., & Prudente, M. S. (2023). Secondary teachers' and students' perceptions of distance education in science: Focus on learner-centered, action-oriented, and transformative learning. Dalat University Journal of Science, 13(3), 156-181. http://doi.org/10.37569/DalatUniversity.13.3.1108
Funa, A., & Talaue, F. (2021). Constructivist learning amid pandemic: the Investigating COVID-19 students’ perceptions of biology self-learning modules. International Journal of Learning, Teaching and Educational Research, 20(3), 250-264. https://doi.org/10.26803/ijlter.20.3.15
Funa, A., Gabay, R. A., Ibardaloza, R., & Limjap, A. (2022). Knowledge, attitudes, and behaviors of students and teachers towards education for sustainable development. Cakrawala Pendidikan, 41(3), 568-580. https://doi.org/10.21831/cp.v41i3.42407
Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stănici, M. (2021). E-learning vs. face-to-face learning: Analyzing students' preferences and behaviors. Sustainability, 13(8), 4381. https://doi. org/10.3390/su13084381
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates' evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364-377. https://doi.org/10.1187/cbe.12-03-0026
Into, C. A. D., & Gempes, G. P. (2018). Untold stories of teachers with multiple ancillary functions: A phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(1), 13-25. https://doi.org/10.20474/jahss-4.1.2
Janer, S. S., & Deri, R. A. (2020). Demographic perspective of public elementary schools in the province of Sorsogon. Asia Pacific Higher Education Research Journal (APHERJ), 7(2). https://doi.org/10.56278/apherj.v7i2.1665
Kilag, O. K. T., Lisao, C. Y., Lastimoso, J. R., Villa, F. L. S., & Miñoza, C. A. G. (2024). Bildung-oriented science education: A critical review of different visions of scientific literacy. International Multidisciplinary Journal of Research for and Innovation, Sustainability, Excellence (IMJRISE), 1(2), 313-320. https://doi.org/10.5281/zenodo.11120848
Ledbetter, M. L. (2012). Vision and change in undergraduate biology education: A call to action presentation to faculty for undergraduate neuroscience, July 2011. Journal Neuroscience of Undergraduate Education: JUNE: A Publication of FUN, Faculty for Undergraduate Neuroscience, 11(1), A22-A26. https://pmc.ncbi.nlm.nih. gov/articles/PMC3592749/
Llego, M. A. (2014). RPMS tool for teachers I-III (Proficient Teachers) in the time of COVID-19 for SY 2021-2022. Retrieved from https://www.teacherph. com/rpms-tool-proficient-teachers/
Marchisio, M., Rabellino, S., Roman, F., & Sacchet, M. (2022). Valuable features of hybrid teaching in a higher education context. In T. Väljataga & M. Laanpere (Eds.), Shaping the digital transformation of the education ecosystem in Europe: EDEN 2022 (pp. 16-21). Springer. https://doi. org/10.1007/978-3-031-20518-7_2
Mohapatra, A. K. (2013). Exploring perspective of scientific literacy: An overview. Cognitive Discourses International Multidisciplinary Journal, 1(1), 79-88.
Moriarty, B. (2018). Research Skills for Teachers: From research question to research design (1st ed.). Routledge. https://doi.org/10.4324/9781003117124
OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, solving OECD and financial Publishing. problem literacy. https://doi.org/10.1787/9789264190511-en
OECD. (2018). Country note: PISA results 2018 (Philippines). OECD Publishing. https://www.oecd.org/content/dam/ oecd/en/about/programmes/edu/pisa/publications/national-reports/pisa2018/featured-country-specific-overviews/PISA2018_CN_PHL.pdf
OECD. (2023). PISA 2022 Results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Omeodu, M. D., & Amadi, N. S. (2018). Impact of in-service training on science teachers' performance in Rivers State. International Journal of Advanced Academic Research: Arts, Humanities & Education, 4(2), 1-12. https://www.ijaar.org/articles/Volume4-Number2/Arts-Humanities-Education/ijaar-ahev4n2-feb18-p6.pdf
Pahrudin, A., Irwandani, I., Triyana, E., Oktarisa, Y., & Anwar, C. (2019). The analysis of pre-service physics teachers in scientific literacy: Focus on the competence and knowledge aspects. Jurnal Pendidikan IPA Indonesia, 8(1), 52-62. https://doi.org/10.15294/jpii.v8i1.15728
Peniero, T. F., & Toshihiko, M. (2020). Science teaching and learning in Japan and the Philippines: A comparative study. Universal Journal of Educational Research, 8(4), 1237-1245. https://doi.org/10.13189/ujer.2020.080414
Ramallosa, J. M., Funa, A. A., Geron, A. T., Ibardaloza, R. T., & Prudente, M. S. (2022, January). Meta-analysis on the effectiveness of argument-based learning on students' conceptual understanding. In Proceedings of the 2022 13th International Conference on E-Business, E-Education, E-Management, and E-Learning (pp. 315-323). https://doi. org/10.1145/3514262.3514305
Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2016). Identify scientific literacy from the science teachers' perspective. Jurnal Pendidikan IPA Indonesia, 5(2), 299-303. https://doi.org/10.15294/jpii.v5i2.7689
Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2017). Professional development model for science teachers based on scientific literacy. IOP Conference Series: Materials Science and Engineering, 166(1), 012037. https://doi.org/10.1088/1757899X/166/1/012037
Shaffer, J. F., Ferguson, J., & Denaro, K. (2019). Use of the test of scientific literacy skills reveals that fundamental literacy is an important contributor to scientific literacy. CBE—Life Sciences Education, 18(3), ar31. https://doi.org/10.1187/cbe.18-12-0238
Svendsen, B. (2020). Inquiries into teacher professional development: What matters? Education, 140(3), 111-130. https://hdl.handle.net/11250/2673809
Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810. http://www.iier.org.au/iier28/ulla.pdf
Vibal, K. J. H., & Janer, S. S. (2023). Primary school teacher's level of capability based on electronic self-assessment tool. United International Journal for Research & Technology (UIJRT), 4(7), 17-26. https://uijrt.com/articles/v4/i7/UIJRTV4I70003.pdf
Walag, A. M. P., Fajardo, M. T. M., Bacarrisas, P. G., & Guimary, F. M. (2020). Are our science teachers scientifically literate? An investigation of science teachers' scientific literacy in Cagayan de Oro City, Philippines. Science International, 32(2), 179-182.
West, J. D., & Bergstrom, C. T. (2021). Misinformation in and about science. Proceedings of the National Academy of Sciences, 118(15), e1912444117. https://doi.org/10.1073/ pnas.1912444117
Yalçin, S., & Altun-Yalçin, S. (2017). Difficulties encountered by academicians in academic research processes in universities. Journal of Education and Practice, 8(6), 143-153. https://files.eric.ed.gov/fulltext/EJ1133088.pdf
Aina, J. K., Abdulrahman, A. O., & Ayodele, M. O. (2020). Assessment of scientific literacy skills of college of education students in Nigeria. American Journal of Social Sciences and Humanities, 5(1), 207-220. https://doi.org/10.20448/801.51.207.220
Al-Kandari, E. A., Ramdane, T., & Nordin, M. S. (2019). Difficulties faced by science teachers in selected public schools in Kuwait: A descriptive study. IIUM Journal of Educational Studies, 6(2), 31-48. https://doi.org/10.31436/ijes. v6i2.228
Altun-Yalçın, S., Açışlı, S., & Turgut, Ü. (2011). Determining the levels of pre-service science teachers' scientific literacy and investigating effectuality of the education faculties about developing scientific literacy. Procedia - Social and Behavioral 783-787. Sciences, 15, https://doi.org/10.1016/j.sbspro.2011.03.185
Banal, C. L., & Ortega-Dela Cruz, R. A. (2022). Teachers' resilience in facing workload adversities in times of pandemic: The case of the private school teachers in a developing country. Indonesian Journal of Social Science, 14(1). https://doi. org/10.20473/ijss.v14i1.35946
Budiman, I., Kaniawati, I., Permanasari, A., & Lukmana, I. (2021). Teachers' perspective on in science scientific learning: literacy Descriptive survey. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 218-224. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1123
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
Dani, D. (2009). Scientific literacy and purposes for teaching science: A case study of Lebanese private school teachers. International Journal of Environmental and Science Education, 4(3), 289-299. https://files.eric.ed.gov/fulltext/EJ884398.pdf
Department of Education. (2019a). PISA 2018 national report of the Philippines. https://www.deped.gov.ph/wpcontent/uploads/2019/12/PISA-2018Philippine-National-Report.pdf
Department of Education. (2019b). DepEd Order No. 21, series 2019. Policy guidelines on K to 12 basic education program. https://www.deped. gov.ph/2019/08/22/august-22-2019do-021-s-2019-policy-guidelines-onthe-k-to-12-basic-education-program/ do_s2019_021/
Dragoș, V., & Mih, V. (2015). Scientific literacy in school. Procedia - Social and Behavioral Sciences, 209, 167-172. https://doi.org/10.1016/j.sbspro.2015.11.273
EDCOM 2. (2024). Miseducation: The failed system of Philippine education, EDCOM II year one report. Second Congressional Commission Education. on https://edcom2.gov.ph/ media/2024/02/EDCOM-II-Year-OneReport-PDF-022924.pdf
El Islami, R. A. Z., & Nuangchalerm, P. (2020). Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report. International Journal of Evaluation and Research in Education (IJERE), 9(2), 261-268. https://doi. org/10.11591/ijere.v9i2.20355
Frago, R. L., & Janer, S. S. (2020). Effect of demonstration method and laboratory method in enhancing the conceptual understanding of grade ten (10) students in chemistry. International Journal of Engineering Science and Computing, 10(5), 25784–25790.
Funa, A. A., Roleda, L. S., & Prudente, M. S. (2024). Integrated science, technology, engineering, and mathematicsproblem-based learning-education for sustainable development (I-STEMPBL-ESD) framework. In Y. S. Ong, T. T. M. Tan, & Y. J. Lee (Eds.), A diversity of pathways through science education (pp. 151-172). Springer Nature Singapore. https://doi.org/10.1007/978981-97-2607-3_9
Funa, A. A., Gabay, R. A. E., Esdicul, K. L., & Prudente, M. S. (2023). Secondary teachers' and students' perceptions of distance education in science: Focus on learner-centered, action-oriented, and transformative learning. Dalat University Journal of Science, 13(3), 156-181. http://doi.org/10.37569/DalatUniversity.13.3.1108
Funa, A., & Talaue, F. (2021). Constructivist learning amid pandemic: the Investigating COVID-19 students’ perceptions of biology self-learning modules. International Journal of Learning, Teaching and Educational Research, 20(3), 250-264. https://doi.org/10.26803/ijlter.20.3.15
Funa, A., Gabay, R. A., Ibardaloza, R., & Limjap, A. (2022). Knowledge, attitudes, and behaviors of students and teachers towards education for sustainable development. Cakrawala Pendidikan, 41(3), 568-580. https://doi.org/10.21831/cp.v41i3.42407
Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stănici, M. (2021). E-learning vs. face-to-face learning: Analyzing students' preferences and behaviors. Sustainability, 13(8), 4381. https://doi. org/10.3390/su13084381
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates' evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364-377. https://doi.org/10.1187/cbe.12-03-0026
Into, C. A. D., & Gempes, G. P. (2018). Untold stories of teachers with multiple ancillary functions: A phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(1), 13-25. https://doi.org/10.20474/jahss-4.1.2
Janer, S. S., & Deri, R. A. (2020). Demographic perspective of public elementary schools in the province of Sorsogon. Asia Pacific Higher Education Research Journal (APHERJ), 7(2). https://doi.org/10.56278/apherj.v7i2.1665
Kilag, O. K. T., Lisao, C. Y., Lastimoso, J. R., Villa, F. L. S., & Miñoza, C. A. G. (2024). Bildung-oriented science education: A critical review of different visions of scientific literacy. International Multidisciplinary Journal of Research for and Innovation, Sustainability, Excellence (IMJRISE), 1(2), 313-320. https://doi.org/10.5281/zenodo.11120848
Ledbetter, M. L. (2012). Vision and change in undergraduate biology education: A call to action presentation to faculty for undergraduate neuroscience, July 2011. Journal Neuroscience of Undergraduate Education: JUNE: A Publication of FUN, Faculty for Undergraduate Neuroscience, 11(1), A22-A26. https://pmc.ncbi.nlm.nih. gov/articles/PMC3592749/
Llego, M. A. (2014). RPMS tool for teachers I-III (Proficient Teachers) in the time of COVID-19 for SY 2021-2022. Retrieved from https://www.teacherph. com/rpms-tool-proficient-teachers/
Marchisio, M., Rabellino, S., Roman, F., & Sacchet, M. (2022). Valuable features of hybrid teaching in a higher education context. In T. Väljataga & M. Laanpere (Eds.), Shaping the digital transformation of the education ecosystem in Europe: EDEN 2022 (pp. 16-21). Springer. https://doi. org/10.1007/978-3-031-20518-7_2
Mohapatra, A. K. (2013). Exploring perspective of scientific literacy: An overview. Cognitive Discourses International Multidisciplinary Journal, 1(1), 79-88.
Moriarty, B. (2018). Research Skills for Teachers: From research question to research design (1st ed.). Routledge. https://doi.org/10.4324/9781003117124
OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, solving OECD and financial Publishing. problem literacy. https://doi.org/10.1787/9789264190511-en
OECD. (2018). Country note: PISA results 2018 (Philippines). OECD Publishing. https://www.oecd.org/content/dam/ oecd/en/about/programmes/edu/pisa/publications/national-reports/pisa2018/featured-country-specific-overviews/PISA2018_CN_PHL.pdf
OECD. (2023). PISA 2022 Results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Omeodu, M. D., & Amadi, N. S. (2018). Impact of in-service training on science teachers' performance in Rivers State. International Journal of Advanced Academic Research: Arts, Humanities & Education, 4(2), 1-12. https://www.ijaar.org/articles/Volume4-Number2/Arts-Humanities-Education/ijaar-ahev4n2-feb18-p6.pdf
Pahrudin, A., Irwandani, I., Triyana, E., Oktarisa, Y., & Anwar, C. (2019). The analysis of pre-service physics teachers in scientific literacy: Focus on the competence and knowledge aspects. Jurnal Pendidikan IPA Indonesia, 8(1), 52-62. https://doi.org/10.15294/jpii.v8i1.15728
Peniero, T. F., & Toshihiko, M. (2020). Science teaching and learning in Japan and the Philippines: A comparative study. Universal Journal of Educational Research, 8(4), 1237-1245. https://doi.org/10.13189/ujer.2020.080414
Ramallosa, J. M., Funa, A. A., Geron, A. T., Ibardaloza, R. T., & Prudente, M. S. (2022, January). Meta-analysis on the effectiveness of argument-based learning on students' conceptual understanding. In Proceedings of the 2022 13th International Conference on E-Business, E-Education, E-Management, and E-Learning (pp. 315-323). https://doi. org/10.1145/3514262.3514305
Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2016). Identify scientific literacy from the science teachers' perspective. Jurnal Pendidikan IPA Indonesia, 5(2), 299-303. https://doi.org/10.15294/jpii.v5i2.7689
Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2017). Professional development model for science teachers based on scientific literacy. IOP Conference Series: Materials Science and Engineering, 166(1), 012037. https://doi.org/10.1088/1757899X/166/1/012037
Shaffer, J. F., Ferguson, J., & Denaro, K. (2019). Use of the test of scientific literacy skills reveals that fundamental literacy is an important contributor to scientific literacy. CBE—Life Sciences Education, 18(3), ar31. https://doi.org/10.1187/cbe.18-12-0238
Svendsen, B. (2020). Inquiries into teacher professional development: What matters? Education, 140(3), 111-130. https://hdl.handle.net/11250/2673809
Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810. http://www.iier.org.au/iier28/ulla.pdf
Vibal, K. J. H., & Janer, S. S. (2023). Primary school teacher's level of capability based on electronic self-assessment tool. United International Journal for Research & Technology (UIJRT), 4(7), 17-26. https://uijrt.com/articles/v4/i7/UIJRTV4I70003.pdf
Walag, A. M. P., Fajardo, M. T. M., Bacarrisas, P. G., & Guimary, F. M. (2020). Are our science teachers scientifically literate? An investigation of science teachers' scientific literacy in Cagayan de Oro City, Philippines. Science International, 32(2), 179-182.
West, J. D., & Bergstrom, C. T. (2021). Misinformation in and about science. Proceedings of the National Academy of Sciences, 118(15), e1912444117. https://doi.org/10.1073/ pnas.1912444117
Yalçin, S., & Altun-Yalçin, S. (2017). Difficulties encountered by academicians in academic research processes in universities. Journal of Education and Practice, 8(6), 143-153. https://files.eric.ed.gov/fulltext/EJ1133088.pdf
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Published
Jul 12, 2026
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How to Cite
Janer, S., Ricafort, J., Funa, A., & Benavides, N. (2026). Scientific Literacy Skills and Their Influencing Factors Among Public School Science Teachers. AsTEN Journal of Teacher Education, 10(1). https://doi.org/10.56278/asten.v10i1.4076
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Section 1: Research Articles and Research Briefs
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