Enhancing Experimentation Skills of Grade 5 Pupils in Science Through The “See and Do Quest” Strategy

References

[1] Abrahams I, Millar R (2008). Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305

[2] Arioder L, Arioder V, Quintana V (n.d.). Application of constructivist teaching approach in introducing new environmental concepts to young elementary students in the Philippines: A small class sized …. https://www.ijese.com/download/application-of-constructivist-teaching-approach-in-introducing-newenvironmental-concepts-to-young-7818.pdf

[3] Cruz-Guzmán M, García-Carmona A, Criado AM (2020). Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training. Research in Science Education, 50(5), 1689–1711. https://doi.org/10.1007/S11165-018-9749-0

[4] Deehan J, MacDonald A, Morris C (2022). A scoping review of interventions in primary science education. Studies in Science Education, 1–43. https://doi.org/10.1080/03057267.2022.2154997

[5] Diab H, Daher W, Rayan B, Issa N, Rayan A (2024). Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning. Multimodal Technologies and Interaction, 8(11), 105. https://doi.org/10.3390/mti8110105

[6] Essien Edem U, Joseph J, Ituen I (n.d.). A critical analysis of elementary sciences: Assessing its roles in academic development of primary school pUPILS IN …. https://www.globalacademicstar.com/download/article/a-critical-analysis-of-elementary-sciences-assessing-its-roles-in-academic-dev-elopment-of-primary-school-pupils-in-sciences.pdf

[7] Evitasari AD, Wilujeng I, Tohani E, Trisnani N, Hermansyah AK (2025). Prospective elementary teachers' pedagogical understanding in Science: a qualitative study from Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2556621

[8] Huang H, Tai WS, Huang T, Lo CY (2024). Optimizing inquiry-based science education: Verifying the learning effectiveness of augmented reality and concept mapping in elementary school. Universal Access in The Information Society. https://doi.org/10.1007/s10209-024-01098-y

[9] Ketelhut DJ, Mills K, Hestness E, Cabrera L, Plane J, McGinnis JR (2020). Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science. Journal of Science Education and Technology, 29(1), 174–188. https://doi.org/10.1007/S10956-019-09798-4

[10] Korukluoğlu P, Yucel-Toy B (2022). Digital storytelling in online elementary science education: a case study on science and technology club activities. International Journal of Science Education, 44(17), 2541–2564. https://doi.org/10.1080/09500693.2022.2138727

[11] Kreinsen JJ (2024). The Importance of Marbles in Science Education for Elementary School Children. Assyifa Learning Journal, 2(2), 99–115. https://doi.org/10.61650/alj.v2i2.139

[12] Lee J, An T, Chu HE, Hong HG, Martin SN (2023). Improving Science Conceptual Understanding and Attitudes in Elementary Science Classes through the Development and Application of a Rule-Based AI Chatbot. Asia-Pacific Science Education. https://doi.org/10.1163/23641177-bja10070

[13] Lestari S, Ammah ES, Suhilmiyati E (2023). Mengembangkan keterampilan proses sains siswa sekolah dasar melalui model inkuiri terbimbing. At-Ta’lim. https://doi.org/10.69552/taklim.v2i1.1886

[14] Marchand Martella A, Klahr D, Li W (2020). The Relative Effectiveness of Different Active Learning Implementations in Teaching Elementary School Students How to Design Simple Experiments. Journal of Educational Psychology, 112(8), 1582–1596. https://doi.org/10.1037/EDU0000449

[15] Nantsou TP, Kapotis EC, Tombras GS (2021). A Lab of Hands-on STEM Experiments for Primary Teachers at CERN. Global Engineering Education Conference, 582–590. https://doi.org/10.1109/EDUCON46332.2021.9453915

[16] Nurfadila N, Hajar S, Arsyad N (2024). Utilizing Quizizz for Game-Based Learning in Elementary Science Education. 1(1), 12–19. https://doi.org/10.69693/jeca.v1i1.2

[17] Ong ET, Govindasamy D, Singh CKS, Ibrahim N, Wahab NA, Borhan MT, et al. (2021). The 5e inquiry learning model: its effect on the learning of electricity among Malaysian students. 40(1), 170–182. https://doi.org/10.21831/CP.V40I1.33415

[18] Osborne J (2014). Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education, 25(2), 177–196. https://doi.org/10.1007/S10972-014-9384-1

[19] Ozturk E (2021). The Effect of STEM Activities on the Scientific Inquiry Skills of Pre-service Primary School Teachers. 7(4), 296–308. https://jeseh.net/index.php/jeseh/article/view/467

[20] Rayan B, Watted A (2024). Enhancing Education in Elementary Schools through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process. Neveléstudomány. https://doi.org/10.3390/educsci14030277

[21] Rayan B, Daher W, Diab H, Issa N (2023). Integrating PhET Simulations into Elementary Science Education: A Qualitative Analysis. Neveléstudomány. https://doi.org/10.3390/educsci13090884

[22] Ribarić N, Novoselić D (2025). Impact of Scientific Inquiry-Based Activities on STEM Interest in Croatian Primary Schools. Education Sciences, 15(9), 1237. https://doi.org/10.3390/educsci15091237

[23] Salahova AK (2023). Unleashing Young Minds: Fostering Scientific Thinking in Early Childhood (Ages 5-9) through Experiential Learning in Kids Science Labs (STEM): Evaluation and Assessment. European Journal of Behavioral Sciences. https://doi.org/10.33422/ejbs.v6i4.1105

@article{1724622,
      author = {Jenever S. Seville, Jiralden C. Lopez, Genelyn R. Baluyos, EdD, Eugenio C. Bucog},
      title = {Enhancing Experimentation Skills of Grade 5 Pupils in Science Through The “See and Do Quest” Strategy},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {5},
      pages = {487-500},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1724622.pdf},
      abstract = {This study aimed to determine the effectiveness of the “See and Do Quest” Strategy in enhancing the experimentation skills of Grade 5 pupils at a selected public elementary school in Ozamiz City during the School Year 2025–2026. A classroom-based action research design using a one-group pretest–posttest approach was employed. The respondents consisted of forty-five (45) Grade 5 pupils selected through purposive sampling. Data were gathered using a researcher-made Experimentation Skills Assessment Sheet validated by experts and tested for reliability, with Cronbach’s alpha values above 0.70. Data were analyzed using mean, standard deviation, frequency, percentage, and paired t-test through JAMOVI. Findings revealed that pupils’ experimentation skills improved from Fairly Satisfactory before the implementation to Very Satisfactory after the intervention. Statistical analysis further showed a very highly significant difference between the pre-test and post-test scores, indicating that the “See and Do Quest” Strategy effectively enhanced pupils’ experimentation skills in Science. The study concluded that the strategy is an effective learner-centered and inquiry-based approach in improving Grade 5 pupils’ science process skills and engagement in scientific inquiry.},
      keywords = {science education; See and Do Quest strategy; experimentation skills; inquiry-based learning; Grade 5 pupils; science process skills},
      month = {November},
  }