Acquisition Of Science Process Skills Research Articles

The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science

ABSTRACT With the development of mobile phone applications with innovative features, the application of mobile recognition technology, such as a mobile image recognition-based (AR) application, is becoming increasingly widespread. Mobile Image Recognition-Based AR connect nearby objects or other physical targets with digital information. The purpose of this study is to investigate the effects of using an image recognition-based AR application on students’ acquisition of science process skills and their motivation toward science learning. The study involved 56 students enrolled in two sections of tenth-grade female students in a private school in Jordan. Each section was randomly assigned to either the control group or the experimental group. The experimental group studied a unit from the biology textbook with image-based recognition content. In contrast, the control group studied the same unit using the conventional teaching method based on the traditional textbook content. The researchers administered a science both groups a science process skills test and a motivation toward learning science scale. Results showed that participants who used a mobile image recognition application to learn science had higher acquisition of all science skills and a higher motivation toward learning science than those who used the conventional learning method.

Teaching and learning science as inquiry: an outlook of teachers in science education

For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. &#x0D; Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study.&#x0D; Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work.&#x0D; Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.

Identifying the Process Skills Involved in Teaching Chemistry through the Extraction of Oil from Castor Oil Seed

The purpose of the study was to discover the process skills needed to teach chemistry by extracting oil from castor oil seeds. A pure experimental research design was used for the investigation. The study is guided by one null hypothesis and three research questions. The population was made up of all 2,305 SS1 Chemistry students from five government-owned secondary schools in the local government area of Otuocha, Anambra East. 120 SS1 chemistry students were selected as a sample using basic random instruction. The instrument for data collection was established using fifteen (15) Process Skills Observation Guide (PSOG). Observing, classifying, communicating, measuring, counting and using number, inferring, predicting, experimenting, questioning, manipulating, formulating hypothesis, controlling variable, formulating models, interpreting data and making operational definitions. The mean and standard deviation were used to validate and assess the instrument. The hypothesis was tested at the 0.05 significant levels using the Z test. The results showed that 4.8 kg of castor seed was required to produce 1000 cm3, that 13 out of 15 process skills were acquired, only classifying and inferring were not acquired, that male students had a high level of acquisition of science process skills, and that gender had no discernible effect. Nonetheless, recommendations were made and the educational ramifications were mentioned.

EFFECTS OF LABORATORY METHOD ON STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN SENIOR SECONDARY SCHOOL CHEMISTRY IN DELTA STATE, NIGERIA

The study was designed to investigate the effects of laboratory method on students’ acquisition of science process skills in senior secondary school Chemistry. To guide this study, three hypotheses were raised and tested. The design of the study was a non-randomised pre-test, post-test control group quasi-experimental design. Six secondary schools were selected using a stratified random sampling technique. Three schools were used as the experimental group and the other three as the control group. One hundred and ninety-eight (198) students of six (6) intact classes made up of the sample for the study. The instruments for the study consisted of Chemistry Practical Ability Test (CPAT) and Chemistry Process Skills Rating Scale (CPSRS). The major findings of the study are: the laboratory method enhances students’ acquisition of science process skills in both quantitative and qualitative analyses more than the lecture method, the laboratory method contributed about 74% to students’ acquisition of science process skills and students acquire more science process skills in quantitative analysis than in qualitative analysis. Based on the findings, some recommendations were made among which are that the laboratory method should be used for teaching practical aspects of Chemistry always; Chemistry practical work should commence from senior secondary school one with separate periods per week instead of keeping students till senior secondary school three before such exposure. The conclusion of the study is that the laboratory method enhances students’ acquisition of science process skills in both quantitative and qualitative analyses rather than lectures. The following recommendations were made: the use of laboratory method should be employed in teaching practical aspects of Chemistry always, and a separate period per week should be given for laboratory activities with reference to the scheme of work among others.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0043/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Competency of Teachers and Laboratory Environment in an Online Setting as Predictors of Science Process Skills of Students: A Convergent Design

This study determined the influence of the competency of teachers and the laboratory environment in an online setting on the students’ science process skills using mixed methods approach-convergent design. Participants of the study were 2nd year students from different Higher Education Institutions in Region XI, Philippines. Further, to gather data relative to the research questions, the researcher used adapted survey tools and an interview guide. Results showed that students always observed the competence of their teachers, with a favorable laboratory environment in an online setting leading to the acquisition of science process skills. Furthermore, regarding the relationship of variables, the study revealed that the competency of teachers did not have a significant relationship with students’ science process skills. At the same time, there was a considerable correlation between the laboratory environment in an online setting and students’ science process skills. The students’ lived experiences in acquiring science process skills formed essential themes. Moreover, there was a merging-converging nature of the competency of teachers and the laboratory environment in an online setting and a merging-diverging character on students’ science process skills and significant influence of the variables under study. Results of the study will help the teachers identify the factors that can affect the acquisition of science process skills of students in an online learning environment and develop intervention programs to ensure globally competitive graduates. It is further believed that this study will benefit the institution, teachers, and most especially the students who were the main reason for the teaching and learning process. Hence, future studies may be conducted by academic scholars or researchers based on the information gathered from this research. Areas of interest can be other factors that affect the students’ acquisition of science process skills and utilize a comparative study involving different courses with chemistry laboratory subjects.

Comparative Effectiveness of Indirect and Direct Teacher-Student Interaction Patterns in Science Instruction

Using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in the acquisition of science concepts and science process skills of two matched groups of the first year Bachelor of Elementary Education (BEEd) students of the Mariano Marcos State University College of Teacher Education. Both groups were pre- and post-tested using science concepts and science process skills tests. Mean was used to describe the performance of the students in both tests. The t-test was used to determine the significant difference between the pretest and posttest mean scores of the two groups. Results of the t-test showed no significant difference in the pretest mean scores of both tests while in the posttest, the indirect interaction group performed satisfactorily as compared to the direct interaction group where there were students who performed fairly in both tests. Thus, the t-score of the indirect interaction group was significantly higher than that of the direct interaction group. Indirect teaching is therefore more effective than direct teaching in the students’ acquisition of science concepts and science process skills. Thus, it should be given emphasis for the effective acquisition of science concepts and science process skills.

The acquisition of science process skills through entrepreneurial physics education in senior secondary schools

The need for the acquisition of science process skills is gaining acceptance in secondary school as a crucial preparatory skill for promoting entrepreneurship. The problem of unemployment is a challenge facing many developing nations, with no exception to the developed nations. In the current study, the effect of the acquisition of science process skills through entrepreneurship education on 125 Nigerian senior secondary school students’ achievement and retention in “Physics in Technology” was investigated. The study adopts the randomized pre-test-post-test control group quasi-experimental design. A group of students was taught using science process skills through the entrepreneurship method, while the other group was taught using the conventional lecture method. A researcher-made instrument, Achievement Test in Physics (ATP), was used to collect data for the study. Overall, this investigation reports that students who acquired science process skills through the entrepreneurship method achieved and retained significantly better than those students taught with the conventional method. The results indicate that science process skills acquisition and entrepreneurship education are indispensable towards self-reliance and sustainable development of the nation. Also, students taught science process skills using the entrepreneurship method retained what had been learned better than the other group, and the method did not segregate along student gender. This paper contributes to scholastic by making a case for incorporating entrepreneurship education into the senior secondary school Physics curriculum. This would assist in the production of secondary school students whose creativity, ingenuity, and resourcefulness can assist in reducing the problem of unemployment through the encouragement of entrepreneurship.

Promoting Senior High School Students’ Acquisition of Science Process Skills in Biology Using Experiential Learning Approach in Anambra State, Nigeria

The study explored the impact of experiential learning approach (ELA) on acquisition of science process skills (SPS) by biology college students. The research design is quasi-experimental research, adopting the non-randomized manipulated group of 2x2 factorial research design. 58 (22 males and 36 females) Senior High School II students in Awka Education Zone, obtained with multi-leveled sampling method made up the sample size. The sampled students who were in two separately grouped classes were randomly assigned to experimental and control groups using a flip of a coin. A Biology Science Process Skills Acquisition Test (BSPSAT) with 0.71 reliability coefficient ascertained with Kuder Richardson formula 20 was used to collect data. Average Mean and Standard deviation were adopted to describe the research questions and Analysis of Covariance to test the null hypotheses. The findings showed that ELA promoted students’ acquisition of SPS in biology more than the Conventional Lecture Method. Gender alone as well as its interaction effect with the teaching methods had no significant effect on acquisition of SPS by students in biology. The study resolved that ELA is an activity-based approach that engages students actively throughout the learning process, hence promoting their acquisition of SPS. In line with the findings, the study advised that biology teachers should adopt ELA in schools to promote students’ acquisition of SPS.

Students’ Level of Science Process Skills Acquisition and Academic Achievement during the Pandemic

In the middle of the pandemic, most schools adopted the blended learning modality. As a result, dealing with the "New Normal" presented difficulties for private schools. This study aims to analyze the level of acquisition in science process skills of private junior high school students and its relationship to students' academic achievement in the subject. The researchers used a convenience sampling technique and a descriptive-correlational research design for 105 students. The researchers created and content-validated an instrument for students' acquisition and academic achievement to gather the data. With the help of SPSS 23, the study used descriptive and inferential statistics. The study showed that communicating skills got the highest and measuring skills got the lowest score. In addition, the study observed significant differences in the communication skills and academic achievements of students when grouped according to gender. Furthermore, there was also a significant difference in the students' responses in measuring skills and classifying skills when grouped according to monthly household income. Finally, there was a moderately positive relationship between science process skills acquisition and academic achievement. The researchers suggested recommendations for teachers, school heads, and the institution to help improve the students' science process skills.

Understanding preservice teachers' affective responses to VR-enabled scientific experiments.

Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment (VaSE) system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following the principle of Donald Norman's affective design model (ADM). The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a second time. The positive and negative affect scale (PANAS) was utilized for affective state evaluation. Semi-structured interviews that focused on affective experiences were organized using an ADM framework and conducted immediately after the participants used VaSE. The results indicated that the positive affect experienced by the preservice teachers was significantly enhanced, and the negative affect was significantly weakened. Academic level, gender, and prior experience were important random effect factors that impacted the affective experience. It was also revealed that participants were more likely to be affected by immersion and interactivity in terms of enhancing positive affect and were more likely to be affected by behavioral layer elements in terms of weakening negative affect. A conclusion has been drawn to provide theoretical and practical suggestions for training preservice teachers in ways that improve their ability to integrate technology into the classroom.

Acquisition of Science Process Skills of Junior High School Students among Private Schools of Olongapo City

Education is one of the institutions in the Philippines that has suffered because of the COVID-19 pandemic. As a result, school administrators, instructors, students, parents, and other stakeholders face new problems and concerns as a result of the paradigm shift. In the middle of the pandemic, the blended learning modality was adopted in the country in terms of educational means of learning. As a result, dealing with the "New Normal" presented difficulties for private schools. The study on The Science Process Skills Level of Acquisition in Junior High School Students Among Olongapo City Private Schools is especially important and beneficial to education. Cross-sectional descriptive survey research and simple Purposive quota sampling were utilized in the study. The respondents were enrolled in Grade nine junior high school that utilizes blended learning. Based on the result of the study the lowest Science Process skill competence is hypothesizing. The overall performance in Science (Biology) of grade nine pupils in the selected private secondary has a very poor association with amount of learning of science process skills. Teachers' difficulties in teaching science process skills in blended learning were described by a shortage of teaching materials. The study revealed that lack of emphasis on experimentation and the use of technology in the blended learning modality in terms of science particularly in the area of Biology.

Students’ Acquisition of Science Process Skills in Chemistry through Computer Simulations and Animations in Secondary Schools in Tanzania

. Scientists currently advocate the use of integrated science process skills to perform scientific inquiries in the natural world. In Tanzanian schools, however, the situation leaves a lot to be desired as we consider the poor acquisition of science process skills in the country. This article is an attempt to address the impact of computer simulations and animation in the acquisition of scientific skills. We compare the impact of computer simulations and animations to conventional materials on students' acquisition of integrated science process skills in teaching and learning chemistry. We use a mixed method approach in data collection and quasi-experimental research design coupled with the qualitative data collection process, i.e. focus group discussion. The study involved a total of 320 students. The findings revealed that the treatment group scored better (pre-test, mean = 42.26; standard deviation = 12.16, post-test, mean = 65.79; SD = 13.45) after they were exposed to computer simulations and animations than their counterparts in the control groups (pre-test, mean = 41.59; SD, 12.73, post-test, mean = 48.03; SD = 11.72). Furthermore, a statistically significant difference (p = 0.000, α = 0.05) between the control and treatment groups was found using an independent sample t-test on instructional materials. Thematic analysis of data from students focus group discussion indicated that simulations drew their attention to specifics and made the subject easier to grasp than conventional materials. Therefore, the current study proposes that teachers employ computer simulations and animations to support students’ science process skills at secondary school level.

Acquisition of Science Process Skills through Alternative Learning Modalities among Senior Secondary School Students

The Philippine Department of Education provided Self-learning Modules accompanied by alternative learning modalities, such as modular and online learning, to ensure that learning continues amidst the pandemic. This study assessed the level of acquired basic and integrated science process skills (SPS) of senior high school STEM students. Likewise, this study identified which among the two alternative learning modalities best contributes to the acquisition of science process skills. Through descriptive and inferential analyses, results showed that both online and modular distance learning modality contributes to the acquisition of SPS, indicating the adherence to the mandate of the DepEd in delivering quality education in the new normal. However, the significantly lower level of acquired integrated SPS among learners taking modular learning modality suggests the need to integrate SPS in modules using supplementary instructional materials.&#x0D;

EFFECT OF ENHANCED PROCESS-ORIENTED GUIDED INQUIRY LEARNING STRATEGY ON SECONDARY SCHOOL CHEMISTRY STUDENTS’ INTEGRATED SCIENCE PROCESS SKILLS ACQUISITION

Awareness has been created on learning science using inquiry strategies. Its implementation in secondary school chemistry classrooms in Nigeria has not been encouraging. Thus, this study was carried out to engage senior secondary school students in inquiry using EnhancedProcess Oriented Guided-Inquiry Learning (EPOGIL) and to determine its effects on their integrated science process skills acquisition in some chemistry concepts. The influence of mathematical ability was also investigated. Teacher Demonstration (TD) was used as a control strategy.The study adopted a quasi-experimental pre-test, post-test non-equivalent control design. 6 intact classes used in the study were randomly assignedto treatment and control groups. Data was collected using the Test of Integrated Science Process Skills Acquisition (TISPSA) and Mathematical Ability Test (MAT). Data obtained were analysed using ANCOVAat 0.05 level of significance. The result of the study showed significant main effect of treatment on integrated science process skills acquisition.Based on the findings from the study, it is therefore recommended among others, that chemistry teachers should adopt strategies like EPOGIL to enhance their acquisition of integrated science process skills which will position them for success in higher studies and relevance in the 21st century world of work

Assessing Acquired Science Process Skills Of Senior High Schools In Central Region, Ghana

Development and acquisition of science process skills (SPS) is necessary for understanding of science and offering of solutions to scientific problems. Assessing SPS acquired by students is key to monitor its development and acquisition. The study used descriptive survey to find out the nature of SPS developed and acquired by final year senior high school chemistry students. The study used parametric achievement test instrument called Students’ development of science process skills index Test. The test was conducted for 904 students drawn from 20 out of 36 Senior High Schools in the central region of Ghana, that offer elective science courses. The schools and students were sampled from 17 out of 20 districts in the central region of Ghana via multi-stage sampling technique taking into cognizance the school grades categories in Ghana comprising Grades A, B and C. The analysis of the result shows that students acquired mainly basic SPS like Observing, Communicating, and integrated SPS like Interpreting. However, SPS like Classifying, Hypothesising, Controlling Variables and Experimenting were hardly developed/acquired. The acquisition of SPS was also found to depend significantly on the type of school attended and gender. It is recommended that more opportunity be given to practice and access SPS, particularly, the integrated SPS.

Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

Utilizing Interactive Students Notebook With Feedback Strategies To Enhance Secondary Students Science Process Skills Acquisitions, Performance In And Attitude Towards Physics

The study investigated how utilizing interactive students notebook with feedback strategies could enhance science process skills acquisition, performance in and attitude towards physics in Plateau state, Nigeria.

UTILIZING INTERACTIVE STUDENTS’ NOTEBOOK WITH FEEDBACK STRATEGIES TO ENHANCE SECONDARY STUDENTS’ SCIENCE PROCESS SKILLS ACQUISITION, PERFORMANCE IN AND ATTITUDE TOWARDS PHYSICS

The study investigated how utilizing interactive students’ notebook with feedback strategies could enhances science process skills acquisition, performance in and attitude towards physics in Plateau state, Nigeria. Three research questions and three null hypotheses formulated guided the study. The study adopted quasi-experimental research design. The population consists of 3,182Senior Secondary (SS) II Physics students. A sample of 113 SS II Physics students in four intact classes was used for the study. Physics Students’ Academic Performance Test (PSAPT) with reliability coefficient of 0.97, Test of Physics Related Attitude (TOPRA) with reliability coefficient of 0.84 and Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of 0.98 were used for data collection. Data were analyzed using mean and standard deviation Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. It was found that there was significant difference in the mean attitude scores towards physics [F(1,112) = 4.675; p = 0.033 Article visualizations:

Enhancing Junior Secondary School Students’ Acquisition of Science Process Skills through Activity-Based Instruction in Basic Science

Enhancing Junior Secondary School Students’ Acquisition of Science Process Skills through Activity-Based Instruction in Basic Science