Science Attitude as a Partial Mediator of Informal Science Learning and Biology Conceptual Understanding among Junior High School Students in Manay District, Davao Oriental

Abstract

This study examined the mediating role of science attitude in the relationship between informal science learning opportunities and conceptual understanding in biology among Grade 10 students in Manay North District, Davao Oriental. It specifically described students’ engagement in everyday and school-led science learning, their self-directed efforts and anxiety towards science, and their reported conceptual understanding in biology. A quantitative descriptive-correlational design with mediation analysis was employed. The participants were 110 junior high school students from five integrated schools, selected through universal sampling. Data were gathered using adapted, expert-validated and pilot-tested Likert-scale instruments that measured informal science learning opportunities, science attitude and conceptual understanding in biology. Descriptive results showed high levels of engagement in informal science learning opportunities (M = 4.08, SD = 0.60), science attitude (M = 4.02, SD = 0.47) and conceptual understanding in biology (M = 3.94, SD = 0.72). Correlation analysis indicated significant positive relationships among the three variables. Informal science learning opportunities were positively associated with conceptual understanding in biology, and science attitude was also significantly associated with conceptual understanding. Mediation analysis showed a significant indirect effect of informal science learning opportunities on conceptual understanding through science attitude (estimate = 0.179, p < .001). The direct effect remained significant (estimate = 0.552, p < .001), indicating partial mediation. These findings suggest that students’ attitudes towards science may help explain the association between informal science learning experiences and biology conceptual understanding. The study highlights the relevance of everyday and school-led science learning experiences in supporting students’ engagement with biology and indicates the importance of fostering positive science attitudes among junior high school learners.