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SCIENCE
PROCESS SKILLS ACQUIRED BY SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS
ABSTRACT
The study
was aimed at ascertaining the science process skills acquired by senior
secondary school chemistry students in Enugu Education Zone. The sample was
made up of sixty (60) secondary three (SSIII) students from six (6) secondary
schools in Enugu Education Zone of Enugu state. The design for the study was a
descriptive survey. The science process skills investigated were observation,
experimenting, controlling variables, measuring,, recording, communication and
inference using quantitative and qualitative analysis chemistry practical
activities. The instrument for data collection was the practical chemistry
skills rating scale (PCSRS) adapted by the researcher and validated by science
educators in the University of Nigeria, Nsukka. The instrument contained fifty
four (54) items consisting of twenty seven (27) quantitative analysis items
(QTA) and twenty seven (27) qualitative analysis items (QLA).
Kendall’s
coefficient of concordance was used to establish the inter-rater reliability
index. The overall coefficients of concordance for quantitative and qualitative
analysis of the items were 0.796 and 0.803 respectively. The estimate of
internal consistency of the instrument was done using Cronbach’s alpha. The
overall internal consistency reliability coefficients for quantitative and
qualitative analysis of the items were 0.842 and 0.632 respectively. Data
collected were analyzed using mean, standard deviation, Z-test and ANOVA. It
was found that of the seven skills investigated students had low level of
acquisition in four skills. These are: controlling variables, recording,
communication and inference. Gender and school type had no significant
influence. School location had significant influence in favour of urban. Among
others, it was recommended that pedagogical inspectors, principals and school
administrators should be strict on the maximum use the science laboratory by
science teachers.
CHAPTER ONE
INTRODUCTION
Background
of the Study
All the
nations of the world accord priority attention to science and technology in
their development efforts. The reason for according such priority attention to
science and technology is that it is a road map to great economic improvement
and equally serves the only means to national development (Ajewole, 2010). In
the age of fast-developing technology, it has become necessary for all
countries of the world, especially the developing ones, to organize and improve
the teaching of science that helps in understanding of the fundamental base to
develop technology. Technology is the successful application of scientific
ideas, principles, laws and theories for the purposes of developing services as
well as for improving technology itself (Agboola & Oloyede, 2007). Science
benefits technology at the same time that technology enhances our understanding
of science.
Okeke
(2007), defined science as a systematic process of obtaining verifiable
knowledge and experimentation. Nwosu (2001), defined science as both an
organized body of knowledge and a process of finding out knowledge. Science is
a discipline, a body of knowledge about the universe, the structure and
reactions of matter, the conservation and transfer of energy, the interaction
between living things and their environment (Ezeudu, 2011). Therefore, all the
definitions above center on science as systematic study of the environment or
nature through observation and experimentation leading to accumulation of an
organized body of knowledge useful for problem solving in the environment.
According to Mbah and Leghara (2008), science is a two way activity that
involves “product” (the knowledge and outcomes of Science) and “process” (the
skills and scientific procedures of investigation). Science can be categorized
into two dimensions – the process and the product dimensions. The process of
science involves the methods of approach employed and activities engaged in by
scientists in order to arrive at a product. These include observation,
classification, measurement, inferring, communication, predicting, controlling
variables, formulating models, formulation of hypothesis, manipulating,
interpretation of data, counting/number relations, experimenting, recording of
data and making operational definitions (Akinbobola & Afolabi, 2010).
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