Examining Self-Perceived Competence in Biology Among Junior High School Students: A Descriptive Analysis

Abstract

Students' self-perceived competence refers to students own perception of their level of competence or ability in a particular area or skill. This study aimed to provide a comprehensive understanding of the self-perceived competencies of Grade 10 students in the field of biology education, specifically focusing on Biology 7, 8, 9, and 10. The study was conducted in a public junior high school in the Philippines. Using a descriptive quantitative research design, data were collected from 76 Grade 10 students through a Rapid Competency Assessment Questionnaire. The questionnaire consisted of a comprehensive list of learning competencies in Biology, based on the K to 12 Science Curriculum outlined by the Department of Education. Participants assessed their understanding of each competency using a defined scale ranging from "Excellent" to "Poor." The results of the study revealed the Grade 10 students' perception of their competence in achieving the Grade 7, 8, 9, and 10 Biology competencies. Students believed they performed satisfactorily in the areas of Parts and Function: Animals and Plants, Biodiversity and Evolution, and Ecosystems. However, they perceived their performance to be fair in the domain of Heredity: Inheritance and Variation. The findings of this study have implications for educational interventions and teacher training programs. The results suggest the need to develop interventions that enhance students' interest and motivation in Biology, as well as improve teaching strategies to address the areas where students perceive their competence to be fair. Additionally, the study supports the Department of Education's efforts to create a favorable learning environment for students by identifying areas for improvement in biology education. Future research may focus on investigating the actual competencies of students in Biology and exploring the factors that contribute to students' perceived competencies. By understanding these factors, educators can better tailor their instructional approaches to enhance students' learning experiences in Biology.