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Abstract

Science investigatory projects (SIP) provide students the opportunity to apply their gained knowledge, skills, and attitude (KSA) in Science. This study aimed to implement an intervention program called Project i-CREATE (Intensive Collaboration through Research Enhancement and Advancement Training and Exercise) at San Pablo City Science Integrated High School on school year 2019-2020. Moreover, it attempted to investigate its perceived effectiveness as to learning outcomes and explore the students' lived experiences. Explanatory sequential design was employed. Survey-questionnaire was used as the main instrument to describe the students' perceptions. This was administered among 90 respondents who were selected purposively. Mean and standard deviation were computed to analyze the data. Results showed that the students improved their KSA, developed 21st century skills, and became more motivated and interested. Furthermore, a Focus Group Discussion (FGD) was held among select participants to gather their lived experiences in conducting SIP as exposed to the intervention program. Thematic analysis was used to derive emerging themes such as (1) SIP provides opportunities for improvement and development; and (2) SIP entails challenges such as lack of resources and lack of training that hampers its success. Consequently, there was an increase in the number of science research projects produced, colloquia and forums conducted, partnership, publication, and winning in local science fairs signifying the success of the intervention program. Project i-CREATE helped to develop young researchers and improve the schools' science research program. Its implementation may be further strengthened through identifying other areas of development and opening its channels for benchmarking.