Students' Experiences in Science Investigatory Project Making: Basis for Developing a Transformative Science Investigatory Model

This study examined the experiences of junior high school students in conducting Science Investigatory Projects (SIPs) in the DepEd Division of Bohol and developed a Science Investigatory Project-Making Model based on the findings. Anchored on inquiry-based learning and supported by constructivist and experiential learning perspectives within the Knowledge, Skills, and Attitudes framework, the study viewed SIP as an authentic learning experience that develops scientific competencies. A descriptive qualitative research design was employed, utilizing Focus Group Discussions with eighteen Grade 9 and 10 students from three selected secondary schools, chosen through purposive sampling. Data were transcribed and analyzed through thematic analysis, with software used to support data organization. Findings revealed that SIP participation contributed to the development of scientific knowledge, research skills, and positive scientific attitudes. Students demonstrated improved understanding of scientific concepts and research processes, enhanced skills in experimentation, measurement, data analysis, research writing, and communication, and developed attitudes such as patience, perseverance, honesty, curiosity, and teamwork. However, students encountered challenges related to time constraints, limited resources, technical difficulties, research documentation, and emotional pressures. The findings further indicated the need for scaffolding support, including mentorship, access to resources, time management, collaboration, technical training, and emotional support. Based on these results, a Transformative Science Investigatory Project Model was developed to provide a structured and scaffolded approach to SIP implementation. The study concludes that SIP is a meaningful inquiry-based learning experience and recommends strengthened institutional support and guided implementation. The study aligns with SDG 4 by promoting quality education through inquiry-based learning and supports SDG 8 and SDG 9 by enhancing research competencies and innovation. Its sustainability impact lies in strengthening science education practices, supporting student readiness for research, and improving institutional learning systems.