Simulation-Based Instruction in Improving Integrated Science Process Skills

Abstract ―​

This study examined the effectiveness of simulation-based instruction in improving the Integrated Science Process Skills (ISPS) of Grade 10 students in a rural secondary school in the Philippines. Using a pre-experimental one-group pretest-posttest design, 187 students from five intact sections were assessed through a validated ISPS Test before and after a six-week instructional intervention covering fourth-quarter Chemistry topics. Prior to the intervention, students performed at the Proficient level, indicating foundational competency in scientific inquiry. Following the intervention, students' performance improved to the Advanced level, demonstrating substantial gains in higher-order science process skills. Statistical analysis confirmed a significant difference between pretest and posttest scores, affirming that simulation-based instruction effectively developed students' scientific reasoning and critical thinking abilities. The findings suggest that simulation-based instruction is a viable and effective pedagogical approach for educators in resource-limited settings seeking to foster inquiry skills among learners. Science teachers are encouraged to integrate simulation tools into regular instruction and to engage in professional development activities that deepen their understanding of technology-enhanced pedagogy. Future research should investigate the applicability of this approach across diverse educational contexts and assess its capacity to produce long-term learning outcomes.