Evaluating the Relationship between Students’ Learning Experience and Science Process Skills through Environmental Project-Based Instruction

This study aimed to determine the relationship between the students’ learning experience and science process skills through environmental project-based instruction. The study employed descriptive-correlational research design and gathered data through survey questionnaires from 80 Grade 12 STEM students at Pasig National High School during the first semester of the school year 2025-2026. Descriptive statistics revealed that the students possessed very good learning experience through environmental project-based instruction, M = 3.99. They also possessed very good science process skills, M = 3.98. Meanwhile, inferential statistics, such as Pearson’s correlation, revealed that a highly significant relationship was found between students’ learning experience and science process skills, with correlation values ranging from 0.394 to 0.612 (p<0.01). These results that improving aspects of learning experience in environmental project-based instruction could lead to improved science process skills. Furthermore, this study recommends that teachers may further enhance students’ learning experience and science process skills through integrating project-based instructions. Future research may build upon the present study by employing mixed-methods or experimental research designs to strengthen causal inferences. Experimental studies comparing project-based instruction with traditional approaches could further clarify the mechanisms through which specific instructional features influence scientific skill development.

Learning Experience, Science Process Skills, Environmental Project-Based Instruction, Project Based Learning, STEM Education

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