EFFECTIVENESS OF SCIENCE PROCESS APPROACH ON REMEDIAL SCIENCE STUDENTS’ PERFORMANCE IN JIGAWA STATE
EFFECTIVENESS OF SCIENCE PROCESS APPROACH ON REMEDIAL SCIENCE STUDENTS’ PERFORMANCE IN JIGAWA STATE
No Thumbnail Available
Date
2007-02
Authors
SANI, ABDULLAHI GUMEL
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
ABSTRACT
This study was undertaken to determine the effectiveness of Science Process Approach on
Remedial Science Students’ Performance in Jigawa State. The major objective of the study was
to determine whether or not exposure to process approach promotes the acquisition of science
skills and performance in chemistry among remedial students in Jigawa State. The study sample
consisted of 78 students drown from two tertiary institutions using a purposeful sampling
technique. A Pretest-Posttest marched group experimental design was used. College of
Education Gumel comprising of forty (40) students was randomly assigned as experimental group
while College of Agric Hadejia comprising of 38 students was assigned as the control group. A
Pre-test using Teacher Made Test (TMT) was administered to the two groups to determine
equivalence of the two groups before treatment, while TOCA & TOSPS was administered as
posttest to the two groups after treatment to ascertain the effect of the treatment. The data
obtained were analyzed and the hypotheses stated were tested using t-test statistic at 0.05 level of
significance. Major findings of the study revealed that:
Process approach does not seem to be more effective than lecture method in enhancing
academic performance in science.
There was no significant difference in the level of acquisition of science process skills
between boys and girls taught Chemistry using the process approach.
Some of the conclusions drown from the findings are:
Students do not learn Chemistry concept better when they are taught either using
process approach or lecture method.
Boys learn Chemistry concepts better than girls when they are taught using processbased
method.
Process approach is gender-friendly in enhancing process skills acquisition.
vii
In light of the findings from this study, the following recommendations was offered:
* The study revealed that process approach does not seem to be more effective than lecture
method in enhancing performance of students in chemistry. As lecture method has been
reported by many researches as unsuitable in teaching chemistry, it was recommended that
chemistry teachers should strive hard to come-up with alternative method of teaching that
will be more effective in improving students’ academic performance than the two methods
used in this study.
Description
DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA.
Keywords
EFFECTIVENESS,, SCIENCE,, PROCESS,, APPROACH,, REMEDIAL,, SCIEN,, STUDENTS,, PERFORMANCE,, JIGAWA,, STATE.