Project Abstract

<p>&nbsp;              <b>ABSTRACT&nbsp;</b></p><p>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. <br></p>

Project Overview

<p><b>1.0 INTRODUCTION&nbsp;</b></p><p><b>1.1 Background of the Study&nbsp;</b></p><p>&nbsp;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 &amp; 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&nbsp; 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 &amp; Afolabi, 2010). These processes are commonly called science process skills.&nbsp;</p><p>The product involves principles, laws, information and all the knowledge resulting from the activities of scientists which make up the content of our science textbooks (National Teacher Institute, 2002). Science and technology have become an integral part of the world culture. The combined influence of science and technology result in structural changes and unequalled modernization process which give rise to great increase in productive capacity and specialization in the environment. The contribution of science and technology to overall development of all nations cannot be over-emphasized. But the rate of scientific and technological development in Nigeria is still low. The slow rate in our technological advancement according to Ige (2013) is attributed to a number of factors, some of which are related to the state of science education in Nigerian schools. Ibiyengibo (2012) reported that a major defect in our science education is that science is presented dogmatically in most schools as a series of disjointed facts and concepts which students find difficult to relate to the real world. Ibiyengibo further reported that most of our secondary school laboratories are ill-equipped and as a result, students are denied that feeling of participation and reality which practical classes and demonstration accord.</p><p><b>1.2 Statement of Problem&nbsp;</b></p><p>&nbsp;Science process skills are useful in science and non-science situations. Science process skills are the working behaviours of the scientists and technologists. Process skills are very fundamental to science which allows students to conduct investigations and reach conclusions; but there is still a serious educational gap in this area both in bringing these skills into the classroom and in the training of teachers to use them effectively. Both basic and integrated science process skills are relevant and appropriate for learning science subjects, especially chemistry practical at senior secondary school level in Nigeria. However, there is consistent poor achievement of students in chemistry practical at senior secondary school level. Achievement in chemistry practical is related to the acquisition of science process skills and if the acquisition of these skills is low, achievement will consequently be low. Most 11 importantly, the acquisition of these skills is through laboratory practical activities. Could this poor achievement in chemistry practical be as a result of the lack of the acquisition of science process skills by chemistry students during practical activities? Hence, the problem of the study is to identify the level of science process skills acquired by senior secondary school chemistry students. Specifically this study will involve identification of the influence of gender, school type and school location on chemistry students` level of acquisition of science process skills in practical chemistry.&nbsp;</p><p><b>1.3 Purpose of the study</b>&nbsp;</p><p>The purpose of the study is to identify the level of science process skills acquired by Senior Secondary School chemistry students. Specifically, the study intends to:&nbsp;</p><p>1. ascertain the level of science process skills acquired by students in practical chemistry;&nbsp;</p><p>2. ascertain the influence of gender on level of science process skills acquired by students in practical chemistry;&nbsp;</p><p>3. ascertain the influence of school type on level of science process skills acquired by students in practical chemistry;&nbsp;</p><p>4. find out the influence of school location on level of science process skills acquired by students in practical chemistry.&nbsp;</p><p><b>1.4 Significance of the Study&nbsp;</b></p><p>The study is anchored on theoretical and practical significance. The theoretical significance includes theories of identical elements, generalization and Gagne’s theory of hierarchical learning. &nbsp;<br></p><p> The theory of identical elements according to Thorndike stresses on the similarities or the commonness of elements between stimuli. It is the theory that proposed that, if elements are alike it can be transferred to another- like situation. In other words, the theory is of the view that transfer of learning can occur from one situation to another in as much as the two situations have common elements. As the similarities increase, the transfer increases and as the similarities decrease, the transfer will get less in percentage. It therefore, means that science process skills acquired in chemistry can comfortably be transferred to other science disciplines and non- science disciplines. It means that transfer of identical elements is possible; hence, this study will conform to the theory. The theory of generalization according to Judd, held that transfer of learning can be accelerated when students or individuals learn general rules or principles of solving problem(s). It is the contention of this theory that if general principles of solving problems are learnt, then the learner can transfer this to solve problems. This theory equally stressed the importance of real practical experience with actual conditions in learning. This study is designed to identify the general scientific procedures acquired by chemistry students for carrying out practical chemistry which could be employed in carrying out related experiments in other science subjects. The findings of the study therefore, will contribute to proof of this theory through identification of the general scientific process skills which aid in learning of specific area of subject like practical chemistry. <br></p>