This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes.  Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand  enrolled in Earth and Life Science from Isaac Lopez Integrated School in  Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

As mandated by the Commission on Higher Education (CHED), one of the core subjects being taken by the engineering students at tertiary level in any academic institutions, whether private or government is the Chemistry for Engineers which is offered as lecture and laboratory classes. This study primarily focused on the identification of the association between the academic performances of the engineering students in the subjects Chemistry for Engineers Lecture and the corresponding Chemistry for Engineers Laboratory. Five hundred eighty five (585) engineering students from the nine (9) different fields who enrolled the said subjects in the Academic Year 2019-2020, 1 st semester served as respondents in the study, namely Civil Engineering, Chemical Engineering, Computer Engineering, Electronics and Communications Engineering, Mechanical Engineering and Manufacturing Engineering. The overall grades were gathered and subjected to Spearman's rho Correlation analysis aside from the analysis made under descriptive statistics. Results show that there is a significant but weak positive association in the academic performances of the students in the lecture and laboratory subjects.