The Relationship between Competency in Interpreting Data and Evidence Scientifically and The Academic Performance of Students in Biological and Physical Science Streams

Abstract

Despite the fact that appropriate decision-making is an essential ability in dealing with almost every circumstance in life, most people lack the competency in interpreting data and evidence scientifically, which is an important step in decision-making, resulting in negative consequences for individuals and society as a whole. Even though this is one of PISA’s three scientific literacy competencies, it is unclear if advanced-level science streams’ students in Sri Lanka have an adequate level of this competency. Therefore, this research investigated the relationship between the competency in interpreting data and evidence scientifically and the academic performance of students in the biological and physical science streams. The study was based on three specific objectives: identifying the importance of the competency in interpreting data and evidence scientifically for students in GCE (A/L), measuring the competency in interpreting data and evidence scientifically of students in biological and physical sciences, and investigating the relationship between their academic achievement and the competency in interpreting data and evidence scientifically. A descriptive one-shot cross-sectional survey was conducted using a quantitative research approach on 121, 13th grade students pursuing biological and physical science streams in six schools in Kandy Zone in Sinhala-medium. The sample was selected by a non-randomized convenience sampling method, and data was collected using a self-constructed test of competency in interpreting data and evidence scientifically, with a reliability coefficient of 0.672. Students’ first and second term marks were used to assess their academic performance. Data was analyzed using MS Excel and SPSS software, and correlation and regression analyses were performed. Both students of biological sciences (r = 0.719, n = 62, p = 0.000) and physical sciences (r = 0.783, n = 59, p = 0.000) exhibited a positive correlation between the competency of interpreting data and evidence scientifically and academic performance. Furthermore, for every point improvement in the competency in interpreting data and evidence scientifically, the academic performance score of biological and physical science students increased by 0.567 and 0.6609, respectively. Since the competency of interpreting data and evidence scientifically is necessary for student achievement, A/L science section teachers should adopt student centered instructional strategies and encourage active student engagement to enhance the competency of interpreting data and evidence scientifically.