EFFECT OF SCIENCE PROCESS TEACHING APPROACH ON PRIMARY SCHOOL PUPILS’ ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY IN KATSINA STATE, NIGERIA

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dc.contributor.authorIBRAHIM, Abubakar
dc.date.accessioned2014-02-03T13:25:25Z
dc.date.available2014-02-03T13:25:25Z
dc.date.issued2012-12
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA NIGERIA. IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER DEGREE IN SCIENCE EDUCATION DEPARTMENT OF SCIENCE EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIA SEPTEMBER, 2012en_US
dc.description.abstractThis study was carried out to determine the effects of science process teaching approach on primary school pupils’ academic achievement. The study sample consisted of two classes of different primary schools, one experimental with 88 pupils and the other one as control had 164 pupils. A random sampling technique using balloting method was used in selecting the two schools out of 31 public primary schools in Katsina metropolis, with a total population of 57,402 pupils in the metropolis. A pretest-posttest quasi-experimental design was used. The instrument used was Basic Science and Technology Achievement Test (BSTAT) which was validated and with reliability coefficient of r = 0.75. The hypotheses stated were tested using t-test statistics at P≤0.05 level of significance. Major findings of the study revealed that there is significant difference in the academic achievement among primary school pupils exposed to science process teaching approach and those exposed to conventional teaching method in favour of experimental group. There is also significant difference in the academic achievement of male pupils exposed to science process teaching approach and female pupils exposed to the same treatment in favour of the male pupils. In light of the findings from this study, the following recommendations were offered. Government concerned with the responsibilities of managing the affairs of primary schools should design special training programs for basic science and technology teachers so as to keep them abreast with the current development in methodology of teaching and new innovations that are being invented by educational researchers among others.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/98
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectSCIENCE,en_US
dc.subjectPROCESS,en_US
dc.subjectTEACHING,en_US
dc.subjectAPPROACH,en_US
dc.subjectPRIMARY,en_US
dc.subjectSCHOOL,en_US
dc.subjectPUPILS’,en_US
dc.subjectACHIEVEMENT,en_US
dc.subjectBASIC,en_US
dc.subjectSCIENCE,en_US
dc.subjectTECHNOLOGY,en_US
dc.subjectKATSINA STATE,en_US
dc.subjectNIGERIA.en_US
dc.titleEFFECT OF SCIENCE PROCESS TEACHING APPROACH ON PRIMARY SCHOOL PUPILS’ ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY IN KATSINA STATE, NIGERIAen_US
dc.typeThesisen_US
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