Abstract
This study assessed the scientific literacy competencies of Junior High School students enrolled in the Science, Technology, and Engineering (STE) program at Llorente National High School. It examined students’ proficiency in scientific knowledge, inquiry skills, application of concepts, and scientific communication. The study also investigated key influencing factors, including teacher effectiveness, availability of school resources, and administrative support, which may affect students’ scientific literacy development. A quantitative-descriptive research design was employed. Data were collected through a validated assessment instrument measuring scientific literacy domains, along with survey questionnaires evaluating perceived teacher effectiveness, resource adequacy, and administrative support. Statistical analyses were conducted to determine competency levels and identify significant relationships between influencing factors and literacy outcomes. Findings revealed that students demonstrated foundational understanding of scientific concepts but encountered challenges in applying knowledge to real-world contexts, conducting independent scientific inquiry, and effectively communicating findings. The study identified several barriers to higher-level scientific literacy, including limited teacher training in inquiry-based instruction, insufficient laboratory and learning resources, and inconsistent administrative support for STE initiatives. The study concludes that strengthening scientific literacy among STE students requires a coordinated institutional approach. Targeted professional development for teachers, improved access to laboratory facilities and instructional materials, and enhanced administrative backing are essential to support inquiry-driven and application-focused learning. Implementing these interventions may significantly improve competency levels and better prepare students for advanced STEM education and careers.
