TABLE OF CONTENTS
Title page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
List of Appendices
List of Tables
List of Figure
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Nature of Science
Science Process Skills
Chemistry Practical Activities
Gender
School Location
School type
Theoretical Framework
Gagne’s Theory of Learning
Jerome Brunner’s Theory of Constructivism
Jean Piaget Cognitive Learning Theory
Empirical Studies
Studies on Science Process Skills
Studies on Chemistry Practical Activities
Studies on Influence of Gender on Science Process Skills
School Location and Students’ Acquisition of Science Process Skills
Studies on School type and Science Process Skills
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for data Collection
Validation of Instrument (PCSRS)
Reliability of the Instrument
Method of data Collection
Method of data Analysis
CHAPTER FOUR: RESULTS
Result of Research Question one
Result of Research Question two
Result of Research Question Three
Result of Research Question four
Result of Research Hypothesis one
Result of Research Hypothesis two
Result of Research Hypothesis Three
Summary of the Findings
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion of the Findings of the Study
Conclusion
Educational Implications of the Study
Recommendations
Limitations of the study
Suggestions for further studies
Summary of the Study
REFERENCES
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...
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