Date of Publication

4-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Socorro E. Aguja
Coleen M. Amado-Retone

Abstract/Summary

Closed-ended assessments often fail to address learners' comprehension about a certain topic. These deficiencies can lead to the development of learning gaps and misconceptions that contribute to poor chemical literacy. This is evident among STEM learners enrolled in SHS Adamson University, particularly when teachers require them to create writing assessments like essays and laboratory reports. Knowing that most learners perceive chemistry as a difficult and demanding subject to learn about, educators must consistently find ways to cater to their learners' learning needs. Using an action research design, the researcher looked at how writing-to-learn strategies can help STEM learners to develop and strengthen their chemical literacy skills across different levels, such as nominal, functional, conceptual, and multidimensional. Utilizing the sequential-explanatory approach, the study first collected the quantitative data and then moving on to qualitative data. Specifically, learners in different STEM strands (SENG1204, SSCI1203, and STECH1201) accomplished a chemical literacy tests and knowledge survey responses to determine their chemical literacy and confidence. The study also collected learners' writing samples from reflective essays and post-written interviews, as well as formative assessment scores to measure the impact of the intervention on learners’ chemical literacy. The study's findings indicate that when learners encountered repetitive writing tasks, both their confidence and chemical literacy increased. Although the results indicated that all the classes significantly improved their chemical literacy after exposure to the WtL strategy, the class of SSCI1203 showed the highest improvement, followed by the classes of SENG1204 and STECH1201. Furthermore, the researcher identified several factors that contributed to the findings of the study for future improvement.

Keywords: action research, chemical literacy, knowledge survey, STEM learners, writing-to-learn strategy

Abstract Format

html

Language

English

Format

Electronic

Keywords

Chemistry—Study and teaching; Learning strategies

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Embargo Period

4-22-2026

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Available for download on Wednesday, April 22, 2026

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