Knowledge and implementation of Science Process Skills (KPS) in among the teachers

Abstract

This study aims to assess the level of knowledge and the implementation of five Integrated Science Process Skills (ISPS) comprising Build hypothesis, control variables, redefinition In operation, interpreting data and experimenting in School Based Assessment (PBS). In addition, this study is to identify the difference between knowledge and implementation of the ISPS gender and school location. The sample consisted of 407 lower secondary science teachers in Melaka and randomly selected from 66 schools. Quantitative data analysis using SPSS version 19. The instrument consists of a questionnaire (Cronbach Alpha 0.884), and Knowledge Test ISPS and implementation checklist ISPS. Descriptive statistics as a whole that the level of knowledge and implementation of ISPS is moderate (Mean = 3.11 and 32.81). MANOVA analysis found no significant difference in terms of the mean scores of Knowledge and implementation between male and female teachers. While the mean score of knowledge Build hypothesis teachers in rural schools, higher and significantly different than the city school teacher. A number of recommendations put forward to improve the knowledge and implementation of the ISPS teachers. This is expected to meet the goals of the Malaysia Education Blueprint 2013-2025 that is to achieve the vision and aspirations of the student’s education system that can meet the needs of the country in the field of science and technology.