Analysis of Cognitive Understanding and Science Process Skills of Criminology Students in an Organic Chemistry Hybrid Class: Basis for an Enhanced Hybrid Chemistry Instructional Plan

Nadinne A. Antaran; Mariton A. Felipe; R’mon Ian C. Santos; Maria Eliza P. Cruz-Ocampo

doi:10.55927/fjst.v5i9.165

Authors

Nadinne A. Antaran Romblon State University
Mariton A. Felipe Universidad de Manila
R’mon Ian C. Santos Schools Division Office of Pampanga
Maria Eliza P. Cruz-Ocampo College of Education, San Beda University, Manila

DOI:

https://doi.org/10.55927/fjst.v5i9.165

Keywords:

Cognitive Understanding, Science Process Skills, Organic Chemistry, Hybrid Learning, Criminology Students.

Abstract

This quantitative descriptive-correlational study examined the cognitive understanding and science process skills of 84 criminology students enrolled in an organic chemistry hybrid class. Data were gathered using tests on cognitive understanding and science process skills and a scale measuring hybrid-learning difficulty. Descriptive statistics and Pearson product-moment correlation were employed to analyze the data. Results showed Developing cognitive understanding (M = 20.89, SD = 4.26) and Approaching Proficiency in science process skills (M = 22.05, SD = 3.95). Hybrid-learning difficulties were experienced to a Moderate Extent (M = 2.72, SD = 0.24), particularly in laboratory and simulation activities. Cognitive understanding was significantly and positively related to science process skills, r (82) = .441, p < .001. The findings support strengthening foundational concepts, laboratory and simulation experiences, online-to-classroom integration, and scientific inquiry through forensic applications. An enhanced instructional plan is recommended to address the identified learning needs and improve students’ performance in organic chemistry

References

Berg, S. A., & Moon, A. (2022). Prompting hypothetical social comparisons to support chemistry students’ data analysis and interpretations. Chemistry Education Research and Practice, 23(1), 124–136. https://doi.org/10.1039/D1RP00213A

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.

Dai, N. V., Trung, V. Q., Tiem, C. V., Hao, K. P., & Anh, D. T. V. (2021). Project-based teaching in organic chemistry through blended learning model to develop self-study capacity of high school students in Vietnam. Education Sciences, 11(7), Article 346. https://doi.org/10.3390/educsci11070346

DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications (5th ed.). SAGE Publications.

Iyamuremye, A., Twagilimana, I., & Niyonzima, F. N. (2025). Investigating the impact of using web-based discussion tools on students’ conceptual understanding and 21st-century skills development in organic chemistry education. Discover Education, 4, Article 187. https://doi.org/10.1007/s44217-025-00548-w

Mera Cabezas, L. A., Basantes Vaca, C. V., Benavides Enríquez, C. V., & Parra Alvarez, P. F. (2024). Innovative strategies to strengthen teaching-researching skills in chemistry and biology education: A systematic literature review. Frontiers in Education, 9, Article 1363132. https://doi.org/10.3389/feduc.2024.1363132

National Academies of Sciences, Engineering, and Medicine. (2021). Call to action for science education: Building opportunity for the future. The National Academies Press. https://doi.org/10.17226/26152

Organisation for Economic Co-operation and Development. (2023). PISA 2022 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en

Oladejo, A. I., Okebukola, P. A., Nwaboku, N. C., Kola-Olusanya, A., Olateju, T. T., Akinola, V. O., Shabani, J., & Ogunlade, I. (2023). Face-to-face and blended: Two pedagogical conditions for testing the efficacy of the Culturo-Techno-Contextual Approach on learning anxiety and achievement in chemistry. Education Sciences, 13(5), Article 447. https://doi.org/10.3390/educsci13050447

Philippine Health Research Ethics Board. (2022). National ethical guidelines for research involving human participants. Philippine Council for Health Research and Development. https://ethics.healthresearch.ph/

Pratt, J. M., Stewart, J. L., Reisner, B. A., Bentley, A. K., Lin, S., Smith, S. R., & Raker, J. R. (2023). Measuring student motivation in foundation-level inorganic chemistry courses: A multi-institution study. Chemistry Education Research and Practice, 24, 143–160. https://doi.org/10.1039/D2RP00199C

Republic Act No. 10173, Data Privacy Act of 2012 (2012). https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/

Rusmini, Suyono, & Agustini, R. (2021). Analysis of science process skills of chemical education students through self-project-based learning in the COVID-19 pandemic era. Journal of Technology and Science Education, 11(2), 371–387. https://doi.org/10.3926/jotse.1288

UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? https://doi.org/10.54676/UZQV8501

Wang, L., Hodges, G., & Lee, J. (2022). Connecting macroscopic, molecular, and symbolic representations with immersive technologies in high school chemistry: The case of redox reactions. Education Sciences, 12(7), Article 428. https://doi.org/10.3390/educsci12070428