International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Level of Predict-Observe-Explain (POE) Competencies Based on Gender Differences of High Schools Students using (POE-PSIS) Instrument

Author(s) Dr. Dolores Mirabueno, Prof. Marilou Yadao, Dr. Arlyn Tumala, Ms. Melba Patacsil, Prof. Katrina Adajar
Country Philippines
Abstract This study investigated the level of competencies in Predict-Observe-Explain (POE) skills among Junior High School and Senior High School students in performing science experiments, with particular attention to gender differences. Specifically, it sought to determine whether male and female students differ significantly in their ability to predict experimental outcomes, observe phenomena, and explain results. A quantitative research design was employed, utilizing a survey assessment tool of students’ POE performance during science experiments. Using a researcher-developed survey questionnaire, the Predict-Observe-Explain Proficiency Self-Inventory for Students (POE-PSIS), the data collected were analyzed using Jamovi software V2.3.28. Data were gathered, analyzed, and compared across gender groups to determine variations in competency levels. The findings revealed that female students exhibited higher levels of POE competencies than male students. Females were more consistent in formulating accurate predictions, conducting systematic observations, and constructing logical explanations of experimental results. These results suggest that females display a more reflective and detail-oriented approach to scientific inquiry, while males may require additional support in developing such skills. Based on these findings, it was concluded that there exists a gender-related variation in POE competencies, favoring females. This implies the need for differentiated teaching strategies to strengthen male learners’ inquiry skills while further enriching the learning opportunities of female students. The study also underscores the importance of gender-responsive instruction and the promotion of equity in science education to prepare all learners for future participation in science, technology, engineering, and mathematics (STEM) fields. The study recommends that teachers employ gender-responsive pedagogies and curriculum developers integrate inquiry-based activities. Future researchers are encouraged to investigate the underlying factors behind gender differences in POE competencies and to design interventions aimed at addressing these gaps.
Keywords Predict-observe-explain competencies, science process skills, science education
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.65382
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals