Teachers’ Assessment of Learners’ Basic Science Process Skills: Basis for A Garden-Based Learning Intervention
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Abstract
Abstract. This study evaluated elementary learners’ basic science process skills (SPS) based on teachers’ assessment and classroom observations as a basis for a garden-based learning intervention. Using a descriptive research design, data were collected from ten teachers and twenty-four Grade 4 learners through a validated 50-item Likert-scale questionnaire. Results showed that learners demonstrated high proficiency in classifying, moderate levels in observing and measuring, low performance in predicting and communicating, and very low performance in inferring skills. Teachers’ assessment practices were generally moderate, with high reliance on worksheets and limited use of hands-on and outdoor activities. A pre-test and post-test analysis revealed a statistically significant improvement after the intervention (Z = -4.28, p < .001; r = 0.87), indicating a large effect. The findings underscore the importance of integrating inquiry-based, contextualized, and experiential learning approaches, such as garden-based learning, to address deficiencies in higher-order science process skills. The study recommends strengthening hands-on and outdoor assessment practices and promoting authentic learning environments that support scientific thinking, problem-solving, and real-world application.
Keywords: science process skills; teachers’ assessment; elementary science; garden-based learning; inquiry-based outdoor intervention
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