Use of modified laboratory instruction for improving science process skills acquisition

1989 ◽  
Vol 66 (5) ◽  
pp. 430 ◽  
Author(s):  
N. K. Goh ◽  
K. A. Toh ◽  
L. S. Chia
Keyword(s):  
Laboratory Instruction ◽  
Process Skills ◽  
Skills Acquisition ◽  
Science Process Skills

scholarly journals Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria.

2020 ◽  
Vol 9 ◽  
pp. 120-139
Author(s):  
Thomas Adebisi ◽  
Oladimeji Oladimeji,
Keyword(s):  
Secondary School ◽  
Basic Science ◽  
Analysis Of Covariance ◽  
Pictorial Representation ◽  
Control Group ◽  
Process Skills ◽  
Skills Acquisition ◽  
Science Process Skills ◽  
Multiple Classification Analysis ◽  
Quasi Experimental

Effective teaching of Biology practical entails the use of specimens. However, in Nigeria, some natural specimens are difficult to obtain when needed, hindering the learning and application of science process skills. Consequently, teachers resort to pictorial representation of specimen and to online prints for Biology practical instructions. Another possible alternative less discussed is the use of synthetic or artificial specimens. The goal of this study, therefore, was to examine the effect of using synthetic and natural specimen on practical skills- process skills acquisition and application in Biology practical in secondary schools. It sought to determine the efficacy of using synthetic specimens to complement or substitute for natural specimens in teaching Biology practical. The study employed the pre-test, post-test, control group, quasi- experimental design. A total of 212 senior secondary school (SS II) Biology students in six selected government-owned high schools in Moba and Ijero Local Government Area of Ekiti state, Nigeria, were randomly selected for the study. The schools were paired and assigned to two experimental groups (using synthetic and natural specimens) and a control group (using conventional drawings). Eight instruments were employed for the study and used at treatment stage. Data collected were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The results showed that there was a significant effect of synthetic specimens and natural specimens on the proficiency of the students in basic science process skills acquisition (F = 60.470, P<0.05). However, the mean gain of 3.884 which existed between the two groups showed that natural specimens were slightly more effective than synthetic specimens. The results also showed a significant effect for the use of synthetic specimens on process skills acquisition and applications of Biology concept among the students (F = 74.773, P<0.05). The study concluded that synthetic specimens are equally effective as natural specimens in improving the acquisition and application of basic science process skills of students in Biology.

scholarly journals Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

2021 ◽  
Vol 32 (4) ◽  
pp. 323-330
Author(s):  
Ngozi Okafor ◽  
Keyword(s):  
Secondary School ◽  
Process Skills ◽  
Skills Acquisition ◽  
School Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Chemistry Students ◽  
Quasi Experimental ◽  
Controlling Variables ◽  
And Gender

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

scholarly journals Science Processes Skills Acquisition & Relationship thereof with Academic Level & Students' Attitude towards the Laboratory

2017 ◽  
Vol 7 (3) ◽  
pp. 194 ◽  
Author(s):  
Mohammed S. Al-Rsa'i ◽  
Khetam M. Al-Helalat ◽  
Reem Suleiman Ali Saleh
Keyword(s):  
Teaching Strategies ◽  
Statistical Significance ◽  
Life Sciences ◽  
Process Skills ◽  
Skills Acquisition ◽  
Slight Improvement ◽  
Science Process Skills ◽  
Academic Level ◽  
The Relationship ◽  
Academic Year

This study aimed to identify the acquisition degree of life sciences' students of science processes' skills and the relationship thereof with their academic level and attitude towards the laboratory. A test was designed to measure the science process skills while another was designed to measure lab interest. The generated outcomes showed weak degree average of such an attitude acquisition, though slight improvement with statistical significance, and academic level rise was noticed; (academic year). The study also, showed high and stabled attitude of life sciences section students in Al-Hussein Bin Talal University towards labs during study years. There was no liaison between the possessing degree of science processes and their attitude toward the lab. Therefore we recommended herein the need arise herein to invest the students wish in lab works in order to raise their science process skills and to develop teaching strategies used in teaching within the lab premises. 

scholarly journals Chemistry Students’ Science Process Skills Acquisition: Influence of Gender and Class size

2018 ◽  
Vol 1 (1) ◽  
pp. 80 ◽  
Author(s):  
Gladys U. Jack
Keyword(s):  
Class Size ◽  
Survey Design ◽  
Great Influence ◽  
Process Skills ◽  
Skills Acquisition ◽  
School Students ◽  
Science Process Skills ◽  
Chemistry Students ◽  
Multi Stage ◽  
Descriptive Survey

<em>Science process skills are central to the acquisition of scientific knowledge which is useful in problem solving in our immediate environment. In Nigeria, most secondary school students’ performances in chemistry in the West Africa Senior School Certificate Examination (WASSCE) are generally low which could probably be attributed to lack or poor exposure to science process skills. The study therefore investigated the influence of gender, and class size on Chemistry students’ acquisition of science process skills. The design adopted for the study was descriptive survey design. The sample comprised of 720 students drawn through multi-stage random sampling from Adamawa and Taraba States in Nigeria. The research instrument was Science Process Skills Knowledge Test in Chemistry’ (SPSKTC). The study indicated that gender have negligible influence on students’ acquisition of science process skills; while large class size have great influence on students’ acquisition of science process skills. The study concluded that most students in Nigerian schools experience difficulty in the acquisition of science process skills. Based on the findings, it was recommended that there should be reduction of student-teacher ratio in schools and training of teachers on science process skills to enable teachers adopt methods that lead students to have the appropriate skills.</em>

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