Title: Project PISA MINUTE: An Initiative to Improve Learners' Skills and Preparedness for PISA-Like Science Items
Authors: John Florentino E. Echon EdD
Volume: 9
Issue: 1
Pages: 350-354
Publication Date: 2025/01/28
Abstract:
This quasi-experimental study assessed the effectiveness of Project PISA MINUTE in enhancing scientific literacy and performance in PISA-like science assessments among 15-year-old learners at Lipay High School. A pre- and post-test design was used to measure improvements in critical thinking, problem-solving, and scientific knowledge, supported by daily ten-minute practice sessions using the Front Learners PH application. Pre-test results revealed low proficiency levels for both male and female learners, with no significant gender differences. Post-test findings demonstrated significant improvements across all metrics, with female learners achieving slightly higher gains. Paired t-tests confirmed statistically significant differences between pre- and post-test scores (p < 0.001). Qualitative data highlighted increased learner engagement, improved critical thinking, and positive feedback on the intervention. These results validate the effectiveness of Project PISA MINUTE in addressing baseline performance gaps, enhancing scientific literacy, and reducing gender disparities. The study emphasizes the value of routine practice and technology integration in preparing learners for global assessments like PISA. Recommendations include institutionalizing the program, expanding its scope, and conducting further research on its long-term impact.