Science readiness of the first year BSMLS students: Basis for an intervention activity

Abstract

The need to increasingly rely on science and technology in many areas, such as education, emphasizes the necessity for students to develop solid scientific preparedness. This study aimed to determine the science readiness of first-year bachelor of science in medical laboratory science (BSMLS) students at the University of Northern Philippines. Specifically, it explored the relationships between students' demographic profiles and their readiness for biology, chemistry, and the five cognitive skills necessary for scientific understanding. The results revealed that the majority of the respondents were female, were interested in science, were graduates of STEM programs, and came from rural areas. Furthermore, the majority of the respondents had parents who were college graduates with a monthly income of 10, 000.00 or less. Overall, the students demonstrated a high level of science readiness—specifically, high readiness in biology, moderate readiness in chemistry, and high readiness in the cognitive domains of remembering and understanding. However, they showed only moderate readiness in analyzing, applying, and evaluating scientific concepts. While most demographic variables did not show a significant relationship with students’ science readiness, academic track was significantly associated with students’ ability to evaluate biology concepts, and family income was found to influence their analytical thinking skills. In light of these findings, the CHEM-HOTS intervention activity was developed to improve the students' readiness for advanced studies in science.