HOW INTRINSIC AND EXTRINSIC NON-COGNITIVE FACTORS IMPACT ON SCIENCE PROFICIENCY STUDENTS

Abstract

The biological science performance of the education students of Southern Leyte State University (SLSU), Philippines was assessed using a quantitative method of research. The study looked into the students’ performance level and their science skills proficiency. Moreover, the researcher determined whether the students’ biological science is influenced by their learning styles; reading strategies; their problem solving meta-levels; their teachers’ teaching styles and the mismatches in the biological science classrooms. The students had a generally low performance in biological science particularly in the higher order thinking skills of comprehension, critical thinking and problem-solving skills, which were significantly affected by their sensing/intuitive and sequential/global learning styles, their problem solving meta-level processes, and the teaching-learning style matching. Research findings revealed that the biological science students’ performance is indeed reliant on their learning style preferences, and their problem-solving meta-level processes. In addition, students’ performance is greatly affected when there are mismatches in the teaching and learning styles.