The Effectiveness of Predict-Observe-Explain (POE) Instructional Model in Improving the Science Process Skills of Grade 6 Learners

Science process skills are essential competencies that enable learners to investigate scientific phenomena, solve problems systematically, and engage in scientific inquiry. Despite their importance, many elementary learners continue to demonstrate limited proficiency in these skills due to the persistent use of teacher-centered instructional approaches. This study employed a quasi-experimental mixed-methods research design to investigate the effectiveness of the Predict–Observe–Explain (POE) instructional model in improving the science process skills of Grade 6 learners at Bato Elementary School. The quantitative phase involved 108 Grade 6 learners assigned to an experimental group (n = 54) and a control group (n = 54). Science process skills were measured using a validated Science Process Skills Test administered before and after the intervention. The qualitative phase explored learners' experiences through a learner-experience questionnaire consisting of Likert-scale and open-ended items. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative responses were subjected to thematic analysis. Pre-test results indicated that both groups demonstrated low levels of science process skills. Following the intervention, the experimental group obtained a higher post-test mean score (M = 24.67, SD = 4.12) than the control group (M = 15.22, SD = 5.88). The improvement in the experimental group from pre-test to post-test was statistically significant (p < .001). Qualitative findings revealed that learners perceived the POE instructional model as engaging, interactive, and supportive of active participation in prediction, observation, experimentation, and explanation activities. The findings indicate that the POE instructional model can effectively enhance Grade 6 learners' science process skills and support inquiry-based science instruction in elementary classrooms.