Enhancing Science Process Skills of Freshmen Science Education Students through Course-Based Undergraduate Research

Abstract

This study assesses the enhancement of science process skills (SPS) among freshman secondary science education students at a state university though Course-based Undergraduate Research Experience (CURE). A mixed-method research design was utilized, employing mean, standard deviation, and paired sample t-tests for quantitative analysis, while thematic analysis was applied to qualitative data. Results indicated overall improvement, with classifying reaching a competent level and most basic SPS progressing from beginner to advanced beginner. However, communication remained a weak area, and integrated SPS, such as formulating questions/hypotheses and interpreting data, showed high scores but no qualitative gains. Significant improvements were observed in five basic SPS (observing, inferring, predicting, measuring, and communicating) and four integrated SPS (making operational definitions, controlling and manipulating variables, experimenting, and formulating models). Challenges, including time constraints, research complexity, and limited prior experience, particularly affected data analysis and scientific writing. Qualitative findings highlighted three key themes: strengthening research skills through hands-on learning, building confidence by overcoming research-related challenges, and developing effective research strategies through literature review and writing. While CURE enhanced SPS, additional supports, such as extended research timelines and writing workshops, are recommended to further strengthen students' science process competencies