Email this article EFFECTS OF SCIENCE PROCESS SKILLS APPROACH AND LECTURE METHOD ON ACADEMIC ACHIEVEMENT OF PRE-SERVICE CHEMISTRY TEACHERS IN KADUNA STATE, NIGERIA. BY MUHAMMAD Binta Asabe (Ph.D)
Abstract
The study investigated the effects of Science Process skills Approach and Lecture method of Instruction on Students’ Academic Achievement among pre-service chemistry teachers in Kaduna State. The study adopts the pretest-posttest quasi-experimental control group design. The population of the study comprises of 278 pre-service chemistry teachers. The same number was used as the sample for the study. The subjects were divided into two groups: Experimental and the Control group comprising of 134 and 144 students respectively. The subjects in the experimental group were exposed to science process skills approach while those in the control group were exposed to lecture method for a period of six weeks. The Science Process skills Test (SPST) was the instrument developed and validated for data collection with reliability coefficient of 0.80. The data collected were subjected to statistical analysis at 0.05 level of significance. The t-test statistics was used to test the hypothesis stated for the purpose of the study. The results obtained from the findings shows that; the subjects Exposed to science process skills approach, achieved significantly better than their counterparts exposed to lecture method of instruction. Based on the results, it was recommended that; chemistry teachers should be encourage to employ science process skills approach in teaching.
KEY WORDS:
Science, Process skills, Practical, Chemistry, Academic-Achievement& Student .
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