High school students’ perceived performance and relevance of chemistry learning competencies to sustainable development, action competence, and critical thinking disposition

1 Introduction

The centrality of chemistry as the cornerstone of other scientific disciplines underscores its pivotal role in equipping individuals with a comprehensive understanding of various occurrences and phenomena. Specifically, Green and Sustainable Chemistry (GSC) highlights the importance of green chemistry principles with Sustainable Developments Goals (Delaney et al., 2024). Studies show that the integration of GSC facilitates the improvement of students’ environmental awareness (Aubrecht et al., 2019). GSC enables the students to tackle complex global problems where they recognize chemistry as a vital component of the solution (Mandler et al., 2012).

Environmental and societal challenges, like those in the UN Sustainable Development Goals (UN SDGs) such as pollution, climate change, clean energy, and health, require applying chemistry to develop solutions. The UN SDGs are considered the blueprint for having a more sustainable future as it addresses pressing concerns that affect humanity (UN, 2023). Ensuring the conservation of Mother Earth for the current and future needs through the equilibrium among the three pillars of sustainability (environment, society, and economics) is not just an obligation that people must fulfill. More importantly, it is a commitment to be actualized as responsible stewards of nature and of the nation. Specifically, the achievement of UN SDGs holds considerable significance and relevance for the Philippines. It is a country known for its mega biodiversity that is at the same time confronted with various challenges.

There is a dearth in literature related to chemistry education and the UN SDGs, particularly within the Philippine context where there is limited studies focused on the integration of sustainability in education (Duran & Mariñas, 2024). This gap highlights the need for focused research on chemistry education and its link to the SDGs, as education is crucial for achieving all other SDGs (UNESCO, 2017). However, enabling students to discern and analyze the interconnections of chemistry and sustainability requires the provision of adequate scaffolding. At the same time, there is a need for considerable depth of understanding of the subject matter to establish these interconnections. This merits the significance of a baseline assessment of the students’ ability to perceive how chemistry learning competencies relate to sustainable development. Further investigation is needed to assess perceived chemistry performance, which may affect their ability to see its relevance to sustainable development.

Likewise, this research explores Education for Sustainable Development (ESD) competencies, focusing on the emerging areas of action competence and critical thinking disposition. It aims to deepen understanding by examining their interplay and implications for educational practices.

Moreover, the study contributes to STEM education by highlighting the theoretical and practical links between chemistry education and sustainable development. Its objectives include assessing students’ perceived performance and relevance of chemistry learning competencies to sustainability, and the correlation with selected ESD competencies.

2 Literature review

3 Methodology

4 Results and discussion

The research participants were asked to accomplish the Performance-Relevance Analysis of Learning Competencies in Chemistry in Relation to Sustainable Development Questionnaire. Analysis revealed that students generally perceived their performance in chemistry learning competencies as average, with a mean score of 3.57 (SD = 0.66). The scores range from 2.96 to 4.22, with only four competencies achieving a mean score of 4.00. As can be seen in Figure 1, the majority of the students perceived their performance in the learning competencies as average (rating of 3) and some as having good performance (rating of 4). This implies that students are moderately confident in understanding and applying the selected chemistry learning competencies. However, it is worth noting that a subset of students reported low self-rating. Findings suggest that students might be struggling with understanding and performing some key chemistry concepts or skills that could eventually impact their overall progress. Concurrently, this calls for revisiting the pedagogical approaches and instructional materials so that these meet the students’ needs and at the same time ensure that curriculum standards are met. By providing additional scaffolds for mastering these competencies, teachers can help students build stronger learning skills in chemistry. This could lead to better learning outcomes and greater confidence in students’ abilities as translated into ratings of 4 (good performance) and 5 (very good performance).

Figure 1:

Percentage distribution for each option in the Likert scale regarding students’ perceived performance in chemistry learning competencies.

The overall mean score for the perceived relevance of chemistry learning competencies to sustainable development was 4.01 (SD = 0.54), with individual mean scores ranging from 3.26 to 4.49. Figure 2 shows the percentage in each option in the Likert Scale in every learning competency. In most of the learning competencies, students were able to recognize the relevance of the chemistry learning competencies to sustainable development as reflected in their selection of options 4 (relevant) and 5 (very relevant). This indicates that the majority of students increasingly recognize how chemistry plays a critical role in addressing socio-scientific issues. While this suggests a foundational awareness, it also highlights an opportunity for further enhancement. Strengthening the connection between chemistry education and sustainable development could foster a deeper understanding of the chemistry concepts and meaningful engagement with sustainability practices. This underscores the importance of revising curricula and redirecting teaching strategies to further enhance the integration of sustainable development concepts into chemistry learning.

Figure 2:

Percentage distribution for each option in the Likert scale regarding students’ perceived relevance of chemistry learning competencies to sustainable development.

Moreover, the mean score and standard deviation for each learning competency were computed. The mean score for each learning competency is presented in Table 2 where PP means perceived performance while PR means perceived relevance.

Furthermore, the mean score for each learning competency obtained from the students’ perceived performance and relevance were used as coordinates, respectively, to graph the 29 chemistry learning competencies. In particular, the median score for perceived performance and perceived relevance were used to draw the line of the x- and y-axis, respectively. This guided the distinction of the quadrants that categorized the competencies. The Performance-Relevance Grid Analysis is presented in Figure 3.

Figure 3:

Performance-relevance grid analysis.

Eight learning competencies were identified to have low perceived performance and high perceived relevance (Quadrant 1). Most of these competencies necessitate understanding at the microscopic level which involves details of chemical structures, interactions, and processes. A few, however, also involve a macroscopic understanding of chemistry, which relates to observable phenomena and broader applications. This echoed the findings of a parallel study of Junio (2017) which involved Importance-Performance Analysis of chemistry learning competencies of junior high school students in the Philippines. In the said study, the learning competencies in Quadrant 1 required comprehension of abstract concepts and mathematical skills. There were some recurring topics in the previous study and this present research such as periodic trends, concentration of solution, and acids and bases.

The classification of these learning competencies in Quadrant I calls for a crucial need for strategic interventions aimed at improving student performance in these areas. While students could recognize the relevance of these competencies to sustainable development, findings suggest that students might encounter struggles in performing these competencies. The instructional approach could include integrating more hands-on activities and using visual aids to bridge the gap between abstract concepts and tangible experiences. Likewise, instructional approaches could also involve providing continuous formative assessments to track and support student progress and contextualizing the chemistry concepts into real-world scenarios related to the SDGs.

The learning competencies in Quadrant II were perceived to have high performance and relevance. Notably, three competencies within this quadrant were ranked among the top competencies in terms of perceived performance of chemistry learning competencies (LC 1, LC 13, and LC 19). Additionally, two of these competencies were also among those that achieved the highest mean scores regarding perceived relevance of chemistry learning competencies to sustainable development (LC 1 and LC 24). The presence of these competencies in Quadrant II implies that the strategies used in teaching these topics were effective in enhancing student performance. At the same time, the strategies used in teaching the said learning competencies were also pivotal in cultivating an awareness and understanding of the relevance of chemistry to sustainable development. This dual impact reinforces that both the educational content and pedagogical approach resonate with students’ needs and interests which could lead to higher engagement in learning. Drawing from this premise, it is imperative to have a further examination of the whys and hows such perceptions came about which may help improve the instructional approaches utilized in the learning competencies in the other quadrants.

Eight learning competencies were classified as perceived to have low performance and low relevance (Quadrant III) which might need further reinforcement. As can be inferred, the learning competencies listed in this quadrant could be related to analyzing complex processes such as material production. By deeply understanding these competencies, learners can connect core chemistry principles with the advancement of sustainable practices. These practices may involve the design of eco-friendly products, the optimization of resource use, or the reduction of environmental impact in industrial processes.

Within the chemistry classroom, an opportunity exists not only to impart chemistry-specific knowledge and skills but also to foster the development of general skills. This aligns with the concept of “education through chemistry” as advocated by Holbrook and Rannikmae (2007). This emphasizes the shifting of focus from acquiring chemistry knowledge as a discrete set of information to fostering the development of learning skills through the study of chemistry. Consequently, developing pedagogical approaches to improve Quadrant III learning competencies could provide crucial insights into championing chemistry education for sustainability rather than being solely considering chemistry education about sustainability.

On the other hand, students’ learning experiences related to the competencies in Quadrant IV are those categorized as having high perceived performance but low in perceived relevance to sustainable development. Particularly, these competencies merit further investigation to reassess the scope of the lesson and the instructional approaches. This examination may reveal underlying contributing factors regarding the perceived difficulty in establishing alignment of chemistry to SDGs. This could include the way the topics is contextualized, the examples used, or the connection made to real-world applications. Understanding these factors can lead to more targeted interventions that better integrate sustainability into the lessons. Hence, the improvement in the learning delivery could make the competencies more meaningful and relevant to students.

Moreover, this research also investigated ESD competencies. In terms of action competence, research participants obtained a mean score of 4.19 (SD = 0.56). Analysis of its subconstructs revealed that: (1) knowledge of action possibilities has a mean score of 4.28 (SD = 0.57), (2) confidence in one’s influence has a mean score of 3.98 (SD = 0.84), and (3) willingness to act has a mean score of 4.30 (SD = 0.52). On the other hand, critical thinking disposition had a mean score of 4.13 (SD = 0.54). Additionally, analysis showed the subconstructs of critical thinking disposition had the following results: engagement (M = 3.98, SD = 0.68), cognitive maturity (M = 4.32, SD = 0.45), and innovativeness (M = 4.13, SD = 0.57).

Furthermore, Spearman rho correlation analysis was administered to determine whether a degree of association can be established among the ESD competencies of the research participants as well as with the results of the perceived performance and relevance of chemistry learning competencies to sustainable development (Table 3). Findings revealed that critical thinking disposition was correlated with students’ perceived performance (r _s (25) = 0.566, p = 0.002) and relevance of chemistry learning competencies to sustainable development (r _s (25) = 0.406, p = 0.036) as well as with action competence (r _s (25) = 0.603, p < 0.001).

Additionally, the analysis revealed a moderate positive relationship between students’ perceived performance of learning competencies and their perceived relevance of these competencies to sustainable development (r _s (25) = 0.464, p = 0.015). Specifically, students’ perceived performance in chemistry learning competencies may be closely linked to their level of self-confidence (Junio, 2017). As students build confidence in their ability to master or perform learning competencies, they are more likely to recognize the importance of chemistry in addressing sustainability challenges by identifying the connections between chemistry concepts and their practical applications in promoting sustainable development.

Furthermore, the analysis revealed a correlation between action competence and critical thinking disposition (r _s (25) = 0.603, p < 0.001). The results of the correlational analysis could be further explained by examining the interconnection of the characteristics of these variables. As discussed by Jensen and Schnack (2006), essential to the capabilities of action-competent individuals is the cultivation of critical thinking. It necessitates not only the ability to examine external viewpoints. This also entails the capacity to critically assess one’s rationale that could affect the decision to perform certain courses of action (Hasslöf & Malmberg, 2015). As previously emphasized, fostering a critical thinking disposition is an integral precursor for the development of critical thinking skills. The emphasis on critical thinking disposition in relation to action competence underscores the importance of individuals engaging with information and ideas in a discerning manner. Drawing from this premise, this highlights the importance of developing the critical thinking disposition of the students by designing a learning environment where they can critically analyze complex situations or wicked problems. Consequently, this could provide a learning environment that could empower students to position themselves as active contributors to sustainable practices. Moreover, assessment methods should evaluate not only knowledge retention, but also students’ disposition to think critically and take informed actions. Formative assessments, reflective journals, and project-based evaluations can provide insights into students’ critical thinking disposition and action competence.

The absence of a correlation between action competence and students’ perceived performance and relevance in learning chemistry for sustainable development may be attributed to certain factors. In the context of the research participants, the limited integration of ESD approaches in the chemistry curriculum, and science in general, may contribute to students not fully grasping the connections between the chemistry course and sustainable development. Consequently, this could pose concerns about the capacity of students to act for and towards sustainable development. Without a structured emphasis on sustainability within the chemistry classes, there might be limited practical applications and hands-on experiences related to sustainable practices (Delaney et al., 2024). However, it should be highlighted that the results of a non-parametric analysis should be interpreted based on the performance of the research participants. Hence, it is suggested to administer similar studies in the future in a larger sample size so that the generalizability of results could be further established.

Moreover, the performance of students may be related to their self-confidence in effectively analyzing and applying chemistry concepts (Gulacar & Bowman, 2014; Junio, 2017). From this, it could be inferred that attributes of critical thinking disposition (i.e., critical analysis, interpret information, evaluation of judgements) could contribute to students’ perceived proficiency in performing chemistry learning competencies. This situation could explain the observed correlation between critical thinking disposition and perceived performance in chemistry.

In addition, based on data analysis, critical thinking disposition could be related to the perceived relevance of chemistry to sustainability. Given the complex nature of sustainable development issues, which span across environmental, economic, and social dimensions, the disposition to think critically is indispensable for recognizing and analyzing the interconnectedness between sustainability issues with chemistry concepts and principles.

In light of the foregoing discussion, after conducting a review of the existing literature, it becomes apparent that there is either a lack of studies or a scarcity of available research focusing on the exploration of critical thinking disposition and its correlation with students’ perceived performance in chemistry. Additionally, there is a dearth of investigations into the relationship between critical thinking disposition and the perceived relevance of chemistry learning competencies to sustainable development. Current literature predominantly investigated critical thinking skills in relation to various areas of learning chemistry. As emphasized earlier, researchers underscored that the cultivation of critical thinking should extend beyond the mere acquisition of skills where it should involve the intentional nurturing of a disposition to think critically (Bell & Loon, 2015). Although individuals may possess the skills required to engage in critical thinking, the inadequacy of dispositional attributes and attitudes may hinder their ability to effectively analyze, evaluate, and synthesize information which is essential in making informed decisions for sustainability. Hence, the present study makes a contribution to the existing body of research in this area of learning.

5 Limitations of the study

However, this research has certain limitations. Considering the small number of participants, it is crucial to interpret the results within the context of the research participants. To establish generalizability, future research with a larger sample size is needed to validate and extend the results of the present study. Another limitation was the use of self-reported questionnaires which might incur responses due to social desirability bias (Demetriou et al., 2015). Nevertheless, based on the responses of the participants, they were honest in communicating their perceived poor performance of selected learning competencies as well as perceived low relevance of some learning competencies. Hence, it can be inferred that the responses might be not so much affected by social desirability bias. One of the ways to address the concern on the use of self-reported questionnaires is by cross-referencing the self-assessments with objective performance data. This could provide a clearer picture of their actual mastery of the competencies. Despite these limitations, the study still offers valuable insights to the field of chemistry education. The research findings can serve as a foundation for further research and a basis for enhancing pedagogical practices that intentionally and seamlessly integrate sustainable development in the chemistry teaching and learning process.

6 Conclusions and recommendations

This research involved the examination of the students’ perceived performance of selected learning competencies and their perceived relevance of chemistry to sustainable development. Performance-Relevance Grid Analysis categorized the learning competencies. Quadrant I (low performance, high relevance) had eight learning competencies while Quadrant II (high performance, high relevance) had seven learning competencies. On the other hand, Quadrant III (low performance, low relevance) had eight learning competencies and Quadrant IV (high performance, low relevance) had six learning competencies.

Research findings provide valuable insights to inform educators in their decision making for the improvement of the teaching and learning process in chemistry. For one, educators can promote a more holistic understanding of issues by integrating various disciplines (e.g., science, social studies, ethics) into discussions on sustainability. This interdisciplinary approach fosters critical thinking disposition and encourages students to take action informed by diverse perspectives. Additionally, by determining whether more instructional scaffolds are needed to improve student performance or enhance the relevance of the chemistry to sustainable development, teachers and other educational stakeholders can have a more targeted approach tailored to address a specific concern and at the same time aligned with students’ specific needs. However, these offered solutions highlight the importance of teachers’ pedagogical content knowledge. The ability of a teacher to create more meaningful and relevant chemistry lessons would depend on their content knowledge. Hence, this presents the need for continuous teacher professional development.

Similarly, insights from the mapping of learning competencies, when replicated to a larger scale, can be used as a basis for curriculum developers to design a chemistry education curriculum that seamlessly integrates strategies promoting sustainability. This could involve explicit stipulation of the utilization of learner-centered pedagogies, such as Education for Sustainable Development, place-based learning, context-based learning, design-based learning, and phenomenon-based learning, in teaching chemistry, and science in general. By incorporating these strategies, the curriculum can better prepare students to understand and address global challenges, fostering a deeper connection between chemistry education and UN SDGs.

Moreover, findings indicated the correlation between action competence and critical thinking disposition. This suggests that fostering a critical thinking disposition is crucial for enhancing students’ ability to act effectively in sustainability contexts. Additionally, research participants’ critical thinking disposition was found to correlate with perceived performance and relevance of chemistry learning competencies to sustainable development. Integrating approaches that foster critical thinking disposition into chemistry instruction has the potential to make learning more productive in terms of allowing students to perform well. At the same time, this could make learning more meaningful through establishing its relevance to sustainability.

Furthermore, since this research is a correlational study, it is recommended to have quasi-experimental research that involves the implementation of learner-centered approaches in chemistry education and the measurement of ESD competencies. In line with this, the intervention could be related to the integration of Green and Sustainable Chemistry. Similarly, future studies could also investigate other ESD competencies such as systems thinking, strategic competence, normative competency, and integrated problem-solving competency. In addition, delayed posttests can be administered to examine the long-term effects of the implemented learning intervention. Likewise, a longitudinal study can be done to determine whether there are changes in the ESD competencies of the students as they progress in learning. Alternatively, there could be measurement of ESD competencies on different grade levels to map the comparison among grade levels. By examining the changes in ESD through time or across grade levels, researchers can determine the patterns of growth, areas of improvement and intervention, and challenges in integrating sustainability in chemistry lessons. Consequently, the findings could guide the design of more developmentally appropriate interventions and be the basis for creating a more intentional SDG-focused chemistry curriculum.