Assessment of Science Resource Utilization and Its Effect on Grade 11 Earth and Life Science Student Performance

This descriptive-correlational study assessed the availability, functionality, and extent of utilization of science instructional resources in Earth and Life Science, and examined their relationship to students' summative test performance, in response to persistent Philippine concerns over inadequate and underutilized science resources in secondary education. The study was conducted at Usmad National High School, Argao, Cebu, during the first quarter of School Year 2025–2026. An adapted questionnaire was administered to 31 Grade 11 respondents selected through purposive sampling, and data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation tested at α = 0.05. All 28 science resources across eight categories were available (100%) and functional (100%); however, the overall weighted mean utilization rate was 87% ("partially utilized"), with the Crystal Structures Set showing the lowest utilization at 64% ("not utilized"). Overall, 87.08% of students achieved mastery or exceeding mastery in the summative test, with geologic hazards yielding the highest achievement (61.29% exceeding mastery) and plate tectonics/folds and faults the lowest (48.39%). A statistically significant moderate-to-strong positive relationship was found between resource utilization and summative test scores (r = 0.67, p < 0.001, t = 4.82), leading to rejection of the null hypothesis. The top challenges students encountered were lack of skills or knowledge to use resources effectively, technical difficulties, and a preference for more hands-on activities. The findings demonstrate that full availability and functionality of science resources do not, by themselves, translate into effective learning; deliberate and skillful utilization is what ultimately drives student achievement. The study recommends the development of enhanced laboratory exercises targeting the assessed competencies, prioritizing plate tectonics and metamorphism, sustained teacher professional development on underutilized equipment, structured student orientation, and inquiry-driven, contextualized laboratory activities relevant to local geological hazards.

Descriptive-Correlational Study, Earth And Life Science, Instructional Resources, Science Resource Utilization, Student Performance

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