Efficacy of Process-Based Instruction In Enhancing Secondary School Students’ Academic Performance And Science Skills Acquisition In Identification of Cations In Faskari, Katsina State-Nigeria

Authors

  • Kelvin Samuel Unity Secondary Funtua, Katsina State
  • Ibrahim Alhasan Libata Department of Science Education Kebbi State University of Science and Technology, Aliero
  • Abdulmalik Sabitu Department of Science Education Federal University Dutsin-Ma

DOI:

https://doi.org/10.15415/iie.2018.61005

Keywords:

Process–Based Instruction, Science-Skills, Performance, Identification of Cations

Abstract

This study examined the effect of process–based Instruction on secondary school students’ academic performance and science-skills acquisition in Faskari Education Zone, Katsina State, Nigeria. The study employed quasiexperimental design using a sample of 103 students drawn from a population of 984 in the study area. Two instruments namely Identification of Cations Performance Test (ICPT) and Test of Science Process Skills (TOSPS) duly Validated by expert with a reliability coefficient of 0.69 and 0.75 respectively were used for data collection. Research hypotheses were tested using t-test statistics at 0.05 levels of significance. One of the finding from the study indicates that there is significance difference in the acquisition of Science- Skills between students taught identification of cations using Process–Based instruction and those taught the same concept using lecture method. Based on the research findings, it was recommended among others that periodic workshops, seminars and conferences should be organised for teachers on the selection and implementation of appropriate strategy for teaching chemistry concepts.

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References

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Published

2018-03-05

How to Cite

Kelvin Samuel, Ibrahim Alhasan Libata, & Abdulmalik Sabitu. (2018). Efficacy of Process-Based Instruction In Enhancing Secondary School Students’ Academic Performance And Science Skills Acquisition In Identification of Cations In Faskari, Katsina State-Nigeria. Issues and Ideas in Education, 6(1), 87–97. https://doi.org/10.15415/iie.2018.61005

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