Effect of laboratory-based pedagogies on secondary school chemistry students’ acquisition of observing and reporting skills in Okrika local government area in rivers state, Nigeria
Abbey Kalio I, Vikoo B
The study investigated the effect of laboratory-based pedagogies on Secondary School Chemistry students’ acquisition of observing and reporting Science Process Skills. Quasi-experimental pre-test post-test non-equivalence control group design was adopted for the study. Two research questions and two null hypotheses were postulated and tested at 0.05 alpha level. A self-structured test and rating scale tagged Science Process Skills Assessment Test (SPSAT) and Science Process Skills Rating Scale (SPSRS) respectively with reliability coefficient of 0.68 and 0.64 was used in collecting data from a sample size of 63 students in three selected Schools in Okrika local government area in Rivers State, Nigeria. Mean, standard deviation and ANCOVA statistic were employed to analyze the data as fitting the research questions and hypotheses The finding of the study revealed that independent work laboratory-based and small group laboratory-based pedagogies effect students’ acquisition of observing and reporting skills better than teacher-demonstration laboratory-based pedagogy. However, small group is better in observing skills while independent work is better in reporting skills while teacher-demonstration method was below total mean in both skills hence, not effective for acquisition of these Science Process Skills. Based on the findings, the study recommended that among others Chemistry teachers should adopt students’ activity-centered methods of teaching-learning of Chemistry in particular.
Abbey Kalio I, Vikoo B. Effect of laboratory-based pedagogies on secondary school chemistry students’ acquisition of observing and reporting skills in Okrika local government area in rivers state, Nigeria. International Journal of Multidisciplinary Research and Development, Volume 6, Issue 10, 2019, Pages 73-76