Science Process Skills Acquired by Senior Secondary School Chemistry Students in Enugu Education Zone

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 the 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 at 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 the 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.

TABLE OF CONTENTS

Title page                   i
Approval Page             ii
Certification             iii
Dedication                   iv
Acknowledgments v
Table of Contents          vi
List of Appendices            ix
List of Tables                        x
List of Figure                     xii
Abstract                          xiii
CHAPTER ONE: INTRODUCTION
Background of Study                                1
Statement of the Problem                        10
Purpose of Study                              11
Significance of Study                          11
Scope of Study                            14
Research Questions                              15
Hypotheses                        15
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework                        18
Nature of Science                                    19
Science Process Skills                           22
Chemistry Practical Activities                        34
Gender                                  38
School Location                          43
School type                                43
Theoretical Framework Gagne’s Theory of Learning              44
Jerome Brunner’s Theory of Constructivism              45
Jean Piaget Cognitive Learning Theory                           46
Empirical Studies Studies on Science Process Skills            48
Studies on Chemistry Practical Activities               54
Studies on Influence of Gender on Science Process Skills              57
School Location and Students’ Acquisition of Science Process Skills          61
Studies on School type and Science Process Skills         64
Summary of Literature Review            67
CHAPTER THREE: RESEARCH METHOD
Research Design             68
Area of Study              68
The population of Study 69
Sample and Sampling Technique                69
An instrument for data Collection                70
Validation of Instrument (PCSRS)                71
Reliability of the Instrument                72
Method of Data Collection                      73
Method of Data Analysis                   73
CHAPTER FOUR: RESULTS
Result of Research Question one                   74
Result of Research Question two                   75
Result of Research Question Three                 77
Result of Research Question four                        79
Result of Research Hypothesis one                    81
Result of Research Hypothesis two                83
Result of Research Hypothesis Three           85
Summary of the Findings                           87
CHAPTER FIVE: DISCUSSION, CONCLUSION, AND RECOMMENDATIONS.
Discussion of the Findings of Study                 89
Conclusion                                              93
Educational Implications of Study                              93
Recommendations                     95
Limitations of study                        96
Suggestions for further studies        97
Summary of Study                    97
REFERENCES

INTRODUCTION

Background of 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 the fundamental base to develop the 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 the systematic study of the environment or nature through observation and experimentation leading to the accumulation of an organized body of knowledge useful for problem-solving in the environment.

REFERNCES

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Adigun, J.T.(2010).The influence of sex, location and type on students’ academic performance. International Journal of Education Science, 2 (2)81-85.
Adigwe, J.C. (1999). Gender in classroom interaction in science learning. International Journal of Women Studies, 1(2), 7-14.
Adonu, I.I., (2006). Development and preliminary validation of an instrument for assessment of psychomotor skills in Physics. Unpublished Masters Degree Thesis. University of Nigeria, Nsukka.
Agbi, A.I. (2006). Effects of interaction of teaching methods and study habits on students’ achievement and interest in Chemistry. Unpublished Ph.D Thesis. University of Nigeria, Nsukka.