Abstract
The present study assessed junior secondary school students' basic and integrated science process skills. The study was conducted during the 2021/2022 academic year in the post-primary education zones of River state, Nigeria. The participants completed a self-report measure of the SPS. A descriptive research method was adopted in the study. The percentage analysis conducted on the data revealed that most respondents (66.2%) were more familiar with the concept of basic science process skills than (33.8%) of their counterparts. Conversely, the result revealed high unfamiliarity with integrated science process skills among the students (84.4%). The finding revealed a gap in science teaching and learning in River state's post-primary education system. It is recommended that teachers improve their pedagogical strategies in the science classroom. The result has implications for developing science education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of Advance Research in Applied Science (ISSN: 2208-2352)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.