Attributes that affect the level of analysis and logical knowledge of stem learners in general chemistry: Basis for action plan

This study aimed to identify the factors that influence the level of analysis and logical knowledge of STEM learners in the subject of General Chemistry and propose an intervention plan based on the findings. The ability to analyze and think logically is crucial for the success of STEM learners, as it directly impacts their future academic pursuits. The study employed a researcher-made survey questionnaire to assess the main attributes affecting the level of analysis and logical knowledge among STEM learners in six secondary public schools in congressional district II. The results revealed that the learning environment has a significant impact on the students' ability to focus and improve their analysis and logical knowledge, with a weighted mean of 3.37 for the statement "I can focus in class when the classroom is conducive to learning." Additionally, the students' favorite subject was found to be significantly related to the availability of instructional resources, indicating a negative correlation with a value of (-0.150) and a very low positive correlation with a value of (0.002). Furthermore, learner's motivation demonstrated a significant interrelationship (correlation coefficient of 1.000) with students' cognitive ability (0.419**), medium of instruction (0.159**), learning environment (0.304**), and instructional resources (0.180**), suggesting that students who recognize the impact of learner's motivation on analysis and logical knowledge are more likely to acknowledge the influence of cognitive ability, medium of instruction, learning environment, and instructional resources as well. These findings provide valuable insights for the development of an intervention plan to enhance the level of analysis and logical knowledge among STEM learners in General Chemistry.