Physics on students’ acquisition of science process skills. To this end the science process skills investigated a range of skills which included, observation, measuring, classifying, recording and interpretative. The proficiency in these five skills was determined using a checklist for these skills (Appendix XI). The t-test for both experimental and control groups in the two categories of schools was calculated and the results are presented in Table 11.
Table 11
Acquisition of Science Process Skills
t-test for equality of means School
Category
Group n Mean S.D t df Sig. (2 tailed) A Experimental A 45 57.29 14.533 5.452 91 .0001
Control A 48 43.71 9.015
B Experimental B 46 47.02 13.046 3.680 93 .0001 Control B 49 39.02 7.603
*significant at 0.05
Table 11 show that both the experimental and control exhibited high levels acquisition of science process skills. The experimental group in school category A performed better in the science process skills (M = 57.29, SD = 14.533) than the control group (M = 43.71, SD = 9.015). The study attributed this better acquisition of science process skills for the experimental group due to exposure to the practical skills during the teaching. The control group learnt Physics through the conventional method but the experimental group acquired the science process skills during
classroom instruction of practical work in Physics. Similarly the experimental group in school category B also performed better (M = 47.02, SD = 13.05) then the control group (M = 39.02, SD = 7.6). This was also attributed to the practical work in Physics instruction accorded to the experimental group. Both results were significant at .0001.
The study thus concluded that, there was a significant difference in acquisition of science process skills for Form Two sets of experimental students taught through the experimental and conventional methods. The study therefore rejected the null hypothesis HO3 that, there is no significant difference in acquisition of science process skills for students taught Physics through practical work and those taught through the conventional method. The study therefore accepted the alternative hypothesis, H3, there is a significant mean difference in acquisition of science process skills for students taught Physics through practical work and those taught through the conventional method. The experimental group in category A schools performed better in the science process skills. The study attributed this better acquisition of science process skills for the experimental group due to exposure to the practical skills during the teaching. The control group learnt Physics through the conventional method but the experimental group acquired the science process skills during classroom instruction of practical work in Physics. These findings concur with those of Inal (2003) who found that the basic science process skills were picked and consolidated by secondary school practical work. He adds that the learners picked up information and skills more quickly when they actually did the experiment compared to when they were simply lectured in class. The learners
reported valuing the role of all the senses in learning and the fact that they came to their own conclusions. Looking at and touching the apparatus and equipment made the conclusions of the experiments believable.
The study results also agrees with Miles (2010) who found out that science process skills were associated with content familiarity, interest and display of conceptual knowledge. These findings generally agree with those of this study which put the control group at a disadvantage in the acquisition of the basic science process skills. Tifi et al., (2006) suggest that investigations allow learners to reach their own conclusions. Science process skills have been described as mental and physical abilities and competencies which serve as tools needed for the effective study of science and technology as well as problem solving, individual and societal development (Nwosu & Okeke, 1995).
Shi et al., (2011) have demonstrated that the basic science process skills are gained more readily when practical work involving springs are performed by the learners accompanied by detailed discussions about the nature and purpose of the experiments. Coil et al., (2010) in their study involving university and high school faculty have stressed the importance of science process skills as the foundation of the scientific enterprise for learners. They indicated that these skills were gained principally through experimentation and practical work. They asserted that science process skills enhanced current and future science content. Chabalengula et al., (2012) have demonstrated the usefulness of mastery of science process skills among elementary school science teachers.
The findings from the current research are in tandem with several research findings on the acquisition of practical experimental skills. Frost (2010) suggests that most illustrative practical work requires that teachers transfer the task of setting up practical activities to the learners so that they can gain in proficiency and expertise. The core intention is to collect record and manipulate data be it digital or analog in order to obtain patterns that explain the data in investigations concerning various topics. They aver that more exposure to the practical situation the more the practical skills are mastered.
Keys and Bryan (2001) assert that science process skills can be developed by engaging learners in authentic learning activities. These are activities that should provide learners with design investigations for solving these problems. These require teachers to adopt inquiry-based approaches to science teaching and learning. It has been observed from studies carried out by Smolleck et al., (2006) & Lanka (2007) that school laboratory experiences introduce important aspects of science to students while simultaneously assisting them in developing knowledge in regard to specific science concepts