Enhancing Data Analysis Skills of STEM Students through Targeted Seminar Workshop

Abstract

Given the limited proficiency in data analysis among senior high school students, this study explored the effectiveness of a targeted seminar-workshop in enhancing data analysis skills among 72 Grade 12 STEM students at Dangcagan National High School. Using a one-group quasi-experimental design conducted over a six-week period, participants received intensive instruction on core statistical concepts and hands-on training in using SPSS for data processing and interpretation. Pre-intervention scores indicated moderate proficiency (M = 12.04, SD = 2.18), which significantly improved after the intervention (M = 16.10, SD = 1.95), with a mean gain of 4.06 points (SD = 2.28, p = .001). The computed Cohen’s d = 1.78 indicated a large effect size. Further analysis showed no statistically significant difference in performance between male and female students (p = .20), suggesting equitable learning outcomes. Comparison of immediate (M = 16.10, SD = 1.95) and delayed (M = 16.91, SD = 2.11) post-test scores after six weeks demonstrated strong retention, with a small effect size (Cohen’s d = 0.34). These findings highlight the value of short, focused interventions in strengthening data analysis competencies. To sustain proficiency, the study recommends integrating similar workshops before Capstone Projects, alongside structured instruction, supplementary modules, retrieval-based assessments, and ongoing evaluation.