EFFECTS OF SCIENCE PROCESS SKILLS APPROACH ON ACADEMIC PERFORMANCE AND ATTITUDE OF INTEGRATED SCIENCE STUDENTS WITH VARIED ABILITIES. BY BITRUS IJAI GADZAMA M.ED/EDUC/10410/07/08 DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA. SEPTEMBER, 2012.
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EFFECTS OF SCIENCE PROCESS SKILLS APPROACH ON ACADEMIC PERFORMANCE AND ATTITUDE OF
INTEGRATED SCIENCE STUDENTS WITH VARIED ABILITIES.
BY
BITRUS IJAI GADZAMA M.ED/EDUC/10410/07/08
DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO
UNIVERSITY, ZARIA.
SEPTEMBER, 2012.
ii
EFFECTS OF SCIENCE PROCESS SKILLS APPROACH ON ACADEMIC PERFORMANCE AND ATTITUDE OF
INTEGRATED SCIENCE STUDENTS WITH VARIED ABILITIES.
AHMADU BELLO UNIVERSITY, ZARIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN SCIENCE EDUCATION. DEPARTMENT
OF SCIENCE EDUCATION AHMADU BELLO UNIVERSITY, ZARIA-NIGERIA.
SUPERVISORS REV. DR. S.S OBEKA
DR. (MRS.) MARY A. LAKPINI
SEPTEMBER, 2012.
iv
DECLARATION
I declare that the work in this thesis entitled “Effects of Science Process Skills
Approach on Academic Performance and Attitude of Integrated Science students with
varied abilities”, has been performed by me in Science Education Section,
Department of Education under the supervision of very Rev. Dr. S. S. Obeka and Dr.
(Mrs.) M. A. Lakpini. The information derived from the literature has been duelly
acknowledged in the text and a list of references provided. No part of this thesis was
previously presented for another degree or diploma at any University.
Bitrus Ijai Gadzama __________________ ___________ __________ Name of student Signature Date
v
APPROVAL PAGE
This thesis entitled “Effects of Science Process Skills Approach on Academic
Performance and Attitude of Integrated Science Students with varied abilities” by
Bitrus Ijai GADZAMA, meets the regulations governing the award of the Masters
Degree in Science Education of Ahmadu Bello University, Zaria and is approved for
its contribution to knowledge and Literary Presentation.
_______________________________ _______________ Very Rev Dr. S. S. Obeka Date Chairman, Supervisory Committee _______________________________ _______________ Dr. (Mrs) M. A. Lakpini Date Member, Supervisory Committee _______________________________ _______________ Dr. Mamman Musa Date Head of Department
_______________________________ _______________ Prof A. A. Joshua Date Dean Postgraduate School
vi
DEDICATION
This work is dedicated to Almighty God and to the memory of my beloved
parents. Late Ijai Katabi Japul Gadzama and Mrs. Massu Ijai K. Gadzama.
vii
ACKNOWLEDGEMENT
First and foremost, I must express my special appreciation and thanks to the
Lord Almighty for His abundant Love, mercy and grace that made it possible for me
to accomplish this work. I wish to express my profound gratitude to my major
Supervisor Very Rev. Dr S. S. Obeka who did not only painstakingly go through the
write up several times, providing valuable suggestions, but kept his office and home
open for consultation as often as I called on him. His constructive critism helped to
refine this work. To me, it is a rare privilege to work under such a distinguished and
highly seasoned scholar. The Lord Almighty will reward him accordingly.
My sincere thanks and appreciation also go to Dr. (Mrs.) M. A. Lakpini my
second supervisor for her meaningful constructive criticism and valuable suggestions.
Her motherly encouragement helped to build the strength in me. I am also indebted to
Dr. J. S. Mari, Dr. (Alh.) I. Usman, Dr. (Mrs.) F. K. Lawal, Dr. (Mrs) T. E. Lawal, Dr.
S. S. Bichi, Prof. A. A. M. Shaibu, Dr. (Mrs.) S. B. Olorukooba, Dr. (Mrs.) J. O.
Olajide, Prof. I. O. Inuekwe and members of the advisory committee for their
constructive criticism and valuable suggestions. I wish to acknowledge the assistance
of Dr. Abubakar T. Dagoli, Mr. Emma Yakubu and Mohammed Mohammed
Mammai for typesetting this work.
I am quite indebted to my brothers Mallam Bzigu A. Thliza, Gideon Ali Saleh,
Mr. & Mrs. Bitrus A. Gadzama, my sisters Mrs. Parmata Pindar, Mr & Mrs. Joab W.
Gadzama, Mr. Pindar Mshelia, Mrs Esther Habu Bature, Mr & Mrs Madu Ahmadu
Mshelia, Mr. & Mrs. Ladi Maiwada Maijama’a Mr & Mrs Patricia Baba Usman
Wakawa for their prayers, financial support and encouragement which provided the
strength I needed to complete this work. I am also grateful to my uncles RSM
Anthony Sunu Bazza and police commissioner Kefas T. Gadzama (Rtd) who
contributed greatly in funding my education.
To my friends, Bukata D. D., Yaga Banfe Micheal, Ezekeil Silas, Mr & Mrs
Birma D. Mshelbwala, Mr. & Mrs. T. G. Ndirmbita, you have been quite a wonderful
source of encouragement and comfort. To my beloved wife, Lucy and my lovely
children Anthony, Maryamu, Ngida and Ijai this work wouldn’t have seen the light of
the day without your support, encouragement and sacrifice. To God be the Glory
Amen.
viii
ABSTRACT
The objective of the study was to investigate: The Effects of Science process Skills Approach on Academic Performance and Attitude of Integrated Science Students with varied Abilities. Four Research Questions and four Hypotheses guided the research. The hypotheses were tested at P<0.05 level of significance. The pretest and post test quasi experimental and control group design was used for the study. The population comprised all the 4,464 JSS III students from 28 Junior Secondary Schools in the Zone. A sample consisting of 504 students randomly selected by balloting from four co-educational schools in Potiskum Educational Zone was used for the study. The experimental group was taught Integrated Science concepts using Science Process Skills Approach, while the control group subjects were exposed to Lecture Method. Three validated instruments called Test of Practical Skills (TOPS), Integrated Science Achievement Test (ISAT) and Attitude of Students Towards Integrated Science Questionnaires (ATISQ) were used to gather data. Data collected were analyzed using Cronbach Alpha Technique for reliability coefficient as follows: TOPS r = 0.96, ISAT r= 0.69, ATISQ r = 0.69. The result of the study revealed that: (1) there was significant difference in the mean academic achievement scores of the experimental high, average, and low ability levels, followed by control group average, high and low. (2) For all cases when males and females in the different ability sub-groups were compared, the result revealed that there is no significant difference in attitudinal change to Integrated Science, which implies that males and females attitudinal change to Integrated Science is gender-friendly. The researcher recommended that Science Process Skills Instructional Strategy should be incorporated in Integrated Science Teacher Training Curriculum in order to produce teachers who would handle Science Process Skills Instructional Technique effectively. The Federal and State Ministries of Education should provide adequate funds to sponsor Integrated Science Teachers for in-service training in Science Process Skills Instructional Strategy towards improving academic performance of students in schools.
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TABLE OF CONTENTS
Title Page - - - - - - - - i
Declaration . . . . . . . . . . ii
Approval Page . . . . . . . . iii
Dedication. . . . . . . . . . iv
Acknowledgment. . . . . . . . . v
Abstract. . . . . . . . . . vi
Table of Contents. . . . . . . . . vii
Operational Definition of Terms. . . . . . . viii
List of Abbreviation. . . . . . . . . xiv
List of Tables . . . . . . . . . xvii
CHAPTER ONE: THE PROBLEM. . . . . . 1
1.1 Introduction. . . . . . . . . 1
1.2 Theoretical Frame Work - - - - - - 7
1.3 Statement of the Problem. . . . . . . 7
1.4 Objectives of the Study. . . . . . . 8
1.5 Research Questions. . . . . . . . 9
1.6 Null Hypotheses . . . . . . . . 10
1.7 Significance of the Study. . . . . . . 10
1.8 Scope of the Study. . . . . . . . 11
1.9 Basic Assumptions. . . . . . . . 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE. . . 13
2.1 Introduction. . . . . . . . . 13
2.2 Philosophy and Objectives of Integrated Science. . . . 13
2.3 Science Process Approach - - - - - - 16
2.4 Science Process Skills - - - - - - 19
2.5 Over view of Similar Studies on Science Process Skills Approach - 31
2.6 Concept of Varied Ability as a Factor in Learning Science. .. . 35
2.7 Ability Groups in Relation to Academic Performance - - 38
Integrated Science Achievement Test (ISAT) was adapted by the researcher
from Inyang (1988) and Usman (2000) to access the students’ understanding and level
of academic performance in integrated science concepts.
The instrument comprised of forty (40) multiple choice items with one correct answer
and the three distractors for each set. At the end of the test, the researcher collected
the test questions and their answers. One mark was allocated for each question
answered correctly, making a total of forty (40) marks. All the items in this instrument
were constructed using the multiple choice format.
Integrated Science Achievement Test (ISAT) was used to generate data on two
occasions during the study, namely pretest and posttest. A panel of three experts who
are of PhD status senior lecturers of the Faculty of Education, in the Department of
Science Education, Ahmadu Bello University, Zaria validated the instrument. They
are to access the content and face validity of Integrated Science Achievement Test
(ISAT). This was done to avoid bias of the scores.
Subjects of the experimental and control groups were given pretest and posttest in
Integrated Science Achievement Test (ISAT) before and after treatment. The results
of the tests formed the data of this study.
v. Attitude of Students towards Integrated Science Questionnaire (ATISQ)
The ATISQ questionnaire was adapted from James (2000) and Lawal (2009)
and was validated by three senior lectures who are seniors in the Department of
Science Education in Ahmadu Bello University, Zaria. The questionnaire was
administered to the experimental group only; this is because, the test was designed to
test Science Process Skills Approach on academic performance and attitude of
integrated science students with varied abilities. Since experimental group was the
only group taught using skills-based strategy, the test was administered to the
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experimental group only. Before and after treatment was used to determine their
attitude change. This was to determine whether the subjects still maintained the same
attitude towards integrated science process skills after being exposed to the training
strategy or there is a change in attitude either positively or negatively.
The questionnaire comprised thirty (30) items, the items reflected an overall
Attitude towards the Integrated Science. The subjects were instructed to read the
instructions on the attitude of students towards Integrated Science Questionnaire
(ATISQ) and to respond appropriately depending on what they felt about each time.
45 minutes was allowed for the students to answer the questionnaire. After
completion, the questionnaires were collected from the subjects ready for marking and
scoring them.
Table 3.4 Summary of Table of Specification Based on Attitude of Students Towards Integrated Science Questionnaire using Bloom Six Levels of Cognitive Objectives
The data collection for this study involves the following: Integrated Science
Achievement Test (ISAT) the twelve (12) groups from four schools were pretested
and post tested with (ISAT). The (ISAT) was marked over 40 as observed in the
marking scheme (Appendix D). Attitude of Students towards Integrated Science
Questionnaire (ATISQ) was distributed to all students of experimental group to find
out their attitude towards integrated science. The subjects were instructed to read the
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instruction on the Attitude of Students’ Towards Integrated Science Questionnaire
(ATISQ) and to respond appropriately depending on what they felt about each item.
After completion, the questionnaire was collected from the subjects, marked and
recorded appropriately.
3.13 Procedure for Data Analysis
Where a sampled school had more than two streams of JSS III, two intact
classes were drawn by simple random sampling technique. These groups were
randomly assigned to treatment. The pre test results obtained from the four intact
classes were subjected to statistical to t-test. It was used to find out the differences in
their ability level of the subjects.
The data obtained was further subjected to Pair-wise t-test to find out the
equivalent among the subjects. From equivalent of classes A and B the experimental
and control groups were selected through simple random sampling technique
employing “balloting method” using the categorization of subjects into high, average
and low ability levels adopted from (Ajewole & Okebukola (1988) ; Lakpini (2006).
The analysis of data for the study was based on data collected. Probability
level of p ≤ 0.05 was set for retaining or rejecting the hypotheses. The scores obtained
from the (ISAT) provided data for testing hypotheses 1- 4.
The stated hypotheses along with the suitable statistical analysis used are as
follows.
HO 1: There is no significant difference between the mean academic achievement
scores of subjects in the high, average and low ability sub-groups taught
Integrated science using Science Process Skills Approach and their
counterparts taught using lecture method. To analyze the data, statistical tool
77
Two-ways analysis of variance (ANOVA) was conducted to determine the
whether there is a significant different between the post test scores of both
experimental and control groups, at p ≤ 0.05 level of significant.
HO2: There is no significant difference in the mean academic achievement scores of
males and females of the high, average and low ability sub-groups taught
integrated science using Science Process Skills Approach. Two-ways Analysis
of Variance (ANOVA) was used to analyze the post test scores of the
experimental group at p ≤ 0.05 level of significance.
HO3: There is no significant attitudinal change to integrated science among subjects
of the high, average and low ability groups are taught integrated science using
Science Process Skills Approach. To analyze post test scores of the
experimental group, Kruskal Wallis Test statistical tool was used at p ≤ 0.05
level of significant.
HO4: There is no significant difference in the change in attitude of males and
females of high, average and low abilities when taught integrated science
using Science Process Skills Approach.
For this hypothesis, Mann Whitney U-Test statistical tool was used to analyze
the pre test and post test scores of experimental group. At P≤ 0.05 level of
significance was set for retaining or rejecting null hypothesis.
The data generated from the above the hypotheses were used in analysis in the
subsequent chapter.
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CHAPTER FOUR
ANALYSIS PRESENTATION OF RESULTS AND DISCUSSION
4.1 Introduction
The aim of this study is to investigate the effects of Science process Skills
approach on Academic Performance and attitude of integrated science students with
varied abilities. The analysis essentially involved statistical testing of the hypothesis
states in chapter one and three. The level of significance adopted is P< 0.05 level
which form the basis for retaining or rejecting each of the null hypothesis were stated.
Two ways analysis of variance (ANOVA), Kruskal Wallis Test and Mann Whitney
U-test statistical tools was used for the analysis. This chapter contains data analysis,
results and discussions. The chapter is presented in the following sub-headings:
Data presentation/hypothesis testing
Result presentation
Summary of the findings
Discussions
4.2 Data Analysis, Hypotheses Testing
The research questions, hypothesis and results obtained in the study is presented as
follows:
1. What is the difference in the mean academic achievement scores of the
subjects in the high, average and low ability sub-groups taught integrated science
79
using Science Process Skills Approach and their counterparts taught using Lecture
Method?
Hypothesis 1: This null hypothesis stated that there is no significant difference in the
mean academic achievement scores of subjects in the high, average and low ability
sub-groups taught integrated science using Science Process Skills Approach and their
counterparts using Lecture Method.
Table 4.1a Summary of Descriptive Statistics of Experimental (Exposed to Science Process Skills Approach) and Control Groups Exposed to (Lecture Method) mean scors of High, Average and Low Ability sub-groups
Group Method Number Mean Standard Deviation
Standard Error
Science Process Skills Approach/ Lecture Method
Science Process Skills Approach
Experimental High
Science Process Skills Approach
78 28.92 3.49311 .39562
Experimental Average
Science Process Skills Approach
125 24.02 3.05962 .27366
Experimental Low
Science Process Skills Approach
50 23.56 4.79160 .59810
Control High Lecture Method
79 23.78 3.72246 .52544
Control Average Lecture Method
128 24.39 4.22526 .37346
Control Low Lecture Method
44 16.04 6.08450 .91727
Total Science Process Skills
252 25.30
Lecture Method
252 22.62
504
Significant difference at P< 0.05
The Table 4.1a above showed that the mean achievement scores of
experimental and control groups were High 28.92, Average 24.02, Low 23.56 and
control group average 24.39, control high 23.78 and control low 16.04 respectively,
80
with standard deviation of experimental high with the value of 3.493, average 3.0596,
low 4.791 and control group high 3.722, control group average 4.225 and control
group low 6.084 respectively. These implied that subjects taught Integrated Science
using Science Process Skills Approach had the highest mean achievement scores in
experimental high. The group taught with Lecture Method had the least mean
achievement scores in control low ability group.
In order to test for significant difference the students’ mean academic
achievement based on the use of Science Process Skills and Lecture Methods,
hypothesis one was tested as below:
Hypothesis 1: This null hypothesis state that there is no significant difference in the
mean academic achievement scores of subjects in the high, average and low ability
sub-groups taught integrated science using Science Process Skills Approach and their
counterparts using Lecture Method.
4.1b Summary of a 2-ways Analysis of Variance (ANOVA) of Mean Scores was used which Presented below:
Source of variable
Sum of Squares
Df Mean Score
F. Ratio P-value
Remark
Between Within Intraction Between Within Total
4716.124 235721.055 3809.241 8429.368 302682.000
1 2 2 498 504
943.225 235721.055 952.310 16.926
55.72 13926.20 56.26 24.223
.000
.000 .000 .000
S S S S
Significant at P< 0.05
From Table 4.1b above, the result of the 2-ways analysis of variance shows
that there is significance difference between Experimental and control groups the F-
Critical is 55.72 and P-value of ,000 df = 1 and 498. Since .P.value .000 is less than
0.05. It shows there is a significant difference in mean scores between the
experimental groups. And within the experiments groups, the F- Critical is 13926.20
81
and P-value of .000 at Df 1 and 498, since .000 is less tha 0.005, it also indicated that
there is significant difference in the mean scores within the experimental groups. But
between the control groups that F- calculated is 56.26 and P-value of .000 at Df 1 and
498, since the P-value is less than 0.05, this indicated that there is a significant
difference in the mean scores between control groups. And within the control group
the F-calculated is 24.22
and the P-value is .000 which is less than 0.05 at Df 1and 498 which indicated that
there is significant difference in the mean scores within the control groups.
To show which groups among High, Average and Low of both Experimental
and Control groups that shows significant difference Scheffe’s LSD post hoc test was
carriedout. The result is presented in Table 4.1c.
82
Table 4.1c Summary of Post hoc LSD Multiple Comparism Pair wise Between Experimental and Control Groups of Males and Females in High, Average and Low Ability Sub-groups.
(J) Science Process Skills Group
Science Process Skills Group
Mean Difference (I-J)
Std. Error
Sig
Scheffes/ LSD
Experimental High male
Experimental Average male Experimental Low male Control High female Control Average female Control Low female
5.7050* 5.5381* 1.0743 6.7948* 2.2091
.61922 .66313 .91095 .85167 1.26115
.000
.000
.239
.000
.081
Experimental Average male
Experimental High male Experimental Low male Control High female Control Average female Control Low female
-5.7050* -.1669 -4.6307* 1.0898 -3.4959
.61922 .57774 .85081 .78701 1.21842
.000
.773
.000
.167
.004
Experimental Low male
Experimental High male Experimental Average male Control High female Control Average female Control Low female
-5.5381* .1669 -4.4638* 1.2567 -3.3290
.66313 .57774 .88328 .82200 1.24131
.000
.773
.000
.127
.008
Control High female
Experimental High male Experimental Average male Experimental Low male Control Average female Control Low female
-1.0743 4.6307* 4.4638* 5.7205* 1.1348
.91095 .85081 .88328 1.03237 1.38958
.239
.000
.000
.000
.415
Control Average female
Experimental High male Experimental Average male Experimental Low male Control High female Control Low female
-6.7948* -1.0898 -1.2567 -5.7205* -4.5857*
.85167 .78701 .82200 1.03237 1.35146
.000
.167
.127
.000
.000 Control Low
female Experimental High male Experimental Average male Experimental Low male Control High female Control Average female
-2.2091 3.4959 3.3290 -1.1348 4.5857*
1.26115 1.21842 1.24131 1.38958 1.35146
.081
.004
.008
.415
.001
The mean difference is significant at P< 0.05 levels
When the Scheffe’s Post-hoc pair wise comparison test was conducted on the
mean scores of the three groups it was observed that, significant differences exist
between the three groups at P< 0.05. According to the table 4.1c, the experiemental
high group subjects had the higest mean performance and this group is significantly
83
higher/better compared with experimental average, low and control group high,
average and low. The experimental average mean scores is sigificantly different from
experimental high mean scores and control low mean scores. The experimental low
mean scores is significantly different from experimental high and also different from
control low mean scores. In the same vein, the control high mean score is
siginificantly different from experimental high, and also significantly different from
contol low mean scores.
The control average mean scores is significantly different from the
experimental high mean scores, and also significantly different from control mean
scores. The control low mean scores, is significantly different from the mean scores of
all the other five groups. Therefore, this implies that the experimental high Science
Process Skills Experimental group has the highest mean scores of 28.92 while the
contrl group with mean scores of 22.62 has the higher mean scores. Therefore
experimental high Science Process Skills and experimental method perform higher.
This also implies that the null hypothesis which states that there is no significant
difference in the mean academic achievement scores of males amd females of the
High, Average and Low Ability sub-group is rejected which means that Science
Process Skills has effect on the mean scores of males and females of the high, average
and low.
4.2a Research Question Two:
What are the differences in the mean academic achievement scores of males
and females of high, average and low ability groups taught Integrated Science using
Science Process Skills Approach?
84
Table 4.2.a: Summary of the Descriptive Statistics of Mean Scores of Males and Females of the High, Average and Low Ability Sub- groups taught Integrated Science using Science Process Skills Approach. Science Process Skills Approach
Gender N Mean Standard Deviation
High Male 55 29.50 3.77552
Female 23 27.52 2.19233
Total 78 28.92 3.49311
Average Male 96 23.84 3.17996
Female 28 22.71 2.43215
Total 124 23.58 3.05508
Low Male 69 23.97 4.85668
Female 10 27.30 3.16403
Total 79 24.39 4.79160
Total Male
220 25.30 4.60008
Female 61 25.27 3.40652
Total 282 25.29 4.36319
Table 4.2a above showed that mean scores of males and females of the high,
average and low ability groups taught Integrated Science using Science Process Skills
Approach where males experimental high 29.50, males experimental average 23.84
and males experimental low were 23.97 respectively. For females experimental high
27.52, 22,71 and females experimental low 27.30 respectively with standard deviation
of males high 3.77, males average 3.17, males low 4.85 and females high 2.19, female
average 2.43 and female low 3.16. This implies that males high ability have the
highest mean scores than females in high ability groups, followed by females in the
low ability with 27.30. In order to test for any significance on students’ mean scores
of males and females of the high, average and low ability using Science process Skills
Approach, hypothesis two was tested as below: The above Table 4.2a showed the
descriptive statistics of mean scores of males and females of the High, Average and
85
Low within each gender males and females, the table revealed that within the High
Science Process Skills Approach both male and female had their highest mean scores
of 29.50 and 27.52 respectively. the female respondents second highest mean scores
of 27.30 occurs in the Low Science Process Skills, while the male second highest
mean scores of 23.97 could also be found in the Low Science Process Skills. This
implies that the model could be the best when the High ability levels used Science
Process Skills is applied to both males and females. In order to test for significance
difference on the students’ mean academic achievement based on the use of Science
Process Skills Approach, hypothesis two was tested as below:
Hypothesis 2: The null hypothesis state that there is no significant difference in the
mean scores of males and females of the High, Average and low ability sub-groups
taught integrated science using Science process skills approach.
Table 4.2.b: Summary of 2-ways Analysis of Variance of the Differences in the Mean Scores of Males and Females of the High, Average and Low Ability Sub groups taught Integrated Science using Science Process Skills Approach.
Source Sum of Squares
Df Mean Square
F-ratio
P-Value
Partial Eta Squared
Remark
Between 1640.587 5 328.117 24.454
.000 .308 *S
Within 107887.233 1 107887.233
8040.601
.000 .967 *S
Science Process Skills
1017.898 2 508.949 37.931
.000 .216 *S
Interaction .203 1 .203 .015 .902 .000 N.S Between 172.119 2 86.059 6.414 .002 .045 *S Within 3689.897 275 13.418 Total 185130.000 281 Corrected Total
5330.484 280
* Significance at P< 0.05
The Table 4.2b above revealed the existence of significant difference between
and within the Science Process Skills Approach in their mean scores. This is because
the calculated alpha P- value of 0.000 is less than the P < 0.05 level of tolerance was
86
obtained. But there was no significant difference in their interaction between males
and females of F-value was 0.05 and P-value .902 which is greater than P-value .000.
Hence, the decision therefore was to reject null hypothesis and accept alternative
hypothesis that there were significant differences in the mean scores of males and
females of the high, average and low ability sub-groups taught Integrated Science
using Science Process Skills Approach.
Table 4.2.c: Summary of Post Hoc LSD Multiple Comparison (pair wise) on the Difference in the Mean Scores of Males and Females of the High, Average and Low Ability Sub groups taught Integrated Science using Science Process Skills Approach.
(I) Science Process Skills
(J) Science Process Skills
Mean Difference (I-J)
Standard Divation Error
P-Value Remark
Tukey LSD
High
Average Low
5.3344* 4.5307*
.52937
.58470 .000 .000
*S *S
Average High Low
-5.3344* -8037
.52937
.52731 .000 .281
*S N.S
Low High Average
-4.5307* .8037
.58470
.52731 .000 .281
*S N.S
LSD High Average Low
5.3344* 4.5307*
.52937
.58470 .000 .000
*S *S
Average High Low
-5.3344* -8037
.52937
.52731 .000 .129
*S N.S
Low High Average
-4.5307* .8037
.58470
.52731 .000 .129
*S N.S
The above post Hoc LSD (Least significant) table 4.2c showed where and the
level of differences within the three groups of Science Process Skill Approach groups
of High, Average and low. According to the table, significant difference exist between
the mean scores of High and Average and also between the High and Low as the
computed P- value of 0.000 in each case is lower than the P < 0.05 level of
87
significance. However, there was no significant difference between the mean scores
of Average Science Process Skills mean scores and the Science Process Skills Low
mean scores and vice versa because the calculated P- value of .129 is higher than the
P< 0.05 level of tolerance. Hence in terms of mean scores of male subjects did not
achieved higher than the female subjects taught some concepts in Integrated Science
Using Science Process Skills Approach. Therefore, the null hypothesis which states
that there is no significant difference in the mean score of males and females of the
high, average and low ability groups is hereby retained. Meaning that, there is no
significance difference in the mean scores of the males and females of the high,
average and low ability sub-groups.
Research Question Three
What are the effects od Science Process Skills Approach on attitudinal change
of subjects of high, average and low ability groups after exposure to Science Science
Process Skills Appraoch?
Table 4.3a Summary of Mean Ranks and Standard Deviation of sujects of Post test attitudinal change in Integrated Science among subjects of the High, Average and Low using using Science Process Skills Approach.
Group No Mean ranks Standard Deviation
Males High 55 150.96 .91623 Males Average 97 148.93 .94281 Males Low 69 148.23 .84327 Females High 23 151.80 .84327 Females Average 28 151.50 .78881 Females Low 10 129.50 .99443 Total 282
The Table 4.3a above showed that the mean ranks achievement scores of the males
and females experimental group were males high 150. 96, males avarage 148.93 and
males low148.23 respectively. Females high 151.80, females Average 151,50 and
females low 129.50 respectively. This implies that the females subjects achieved
88
slightly higher in their mean ranking followed by females average, then males high,
males average, males low and females low achieved the least mean rankings. To test
for significant difference on males and females subjects of the high, average and low
ability sub-groups mean scores based on the use of Science Process Skills Approach,
hypothesis three was tested as below:
HO3: There is no significant attitudinal change to Integrated Science among high,
average and low ability sub-groups after there were taught Integrated Science using
Science Process Skills Approach. Kruskal-Wallis non praramettic test statistics on the
attituddinal change to integrated science among subjects in high, average and low
pretest scores ability sub-groups after they were taught integrated science using
Science Process Skills Approach. To test this hypothesis 3, Kruskal Wallis K-critical
Test was used which is based on using the nominal values of variables that are more
than two variables. It is presented in:
Table 4.3b Summary of Kruskal Wallis Statistics Test in the Attitudinal change to Integrated Science among Subjects of the High, Average and Low Ability Sub-groups.
Group (Pretest) N Mean Ranks
Df K-Critical
p-value Remark
Male high Male average Male low Female high Female average Female low Total
55 97 69 23 28 10 282
158.11 187.65 174.63 167.63 154.66 122.16
5
10.025
.075
N.S
According to the K-Critical mean ranking of the Kruskal Wallis test, the
ranking are 158.11, 187.65, 174.63, 167.63, 154.66, and 122.16 for male high, male
average, male low, female high, female average and female low pretest attitudinal
rank respecteively. K-Critical significant P-value of 0.075 at degree of freedom of 5 is
89
greater than the 0.05 level of tolerance, hence the null hypothesis is accepted and
retained. Table 4.3b Kruskal –Wallis test statistics on attitudinal change to integrated
science in the subjects of high, average and low post test ability sub-groups after they
were taught Integrated Science using Science Process Skills Approach. To test this
hypotheis 3, Kruskal-Wallis K-Critical test for norminal values of variables more than
two variables was used.
Table 4.3c: Summary of Kruskal Wallis Statistics Postest in the Attitudinal change to Integrated Science among subject of the High, Average and Low ability Sub-groups.
Group (Post test) N Mean Ranks
Df K-Critical p-value Remark
Male high post test Male average post test Male low post test Female high post test Female average post test Female low post test Total
55 97 69 23 28 10 282
150.96 148.93 148.23 151.80 151.50 129.50
5
0.85
0.977
NS
Table 4.3c above shows the K-Critical mean ranking of the Kruskal –Wallis
test. The ranking are 150.96, 148.93, 148.23, 151.80, 151.50 and 129.50 for male
high, male average, male low, female high, female average and female low post test
attitudinal rank respectively. The K-Critical P-value of 0.977 at the degree of freedom
of 5 which is greater than the 0.05 level of tolerance. They showed no significant
difference in their attitudinal change to Integrated Science. This might have been due
to the fact that, they already had positive attitude towards the subject and since they
were high performers, they did not have negative impression about the teacher which
could have brought about change in attitude among the subjects. Hence, the null
hypothesis which states that there is no significant attitudinal change to integrated
science among subjects in the high, average and low ability sub-groups after they
were taught integrated science using Science Process Skills Approach the dicision
90
therefore was to reject and to accept alternative hypothesis which stays that there were
significant attitudinal change of subjects of High, Average and Low Ability groups
after the exposure to Science Process Skills Approach.
Research Question Four
What is the difference in the attitude of males and females taught using
Science Process Skills Approach?
Table 4.4a Summary of Descriptive Statistics Difference in Attitude change in Male and Female subjects taugh Integrated Science Using Science Process Skills Approach. Mann Whitney U-Test of Mean Rank and Standard Deviation of Post Test was used.
Method Gender N Mean rank Standard Deviation
Science
Process Skills
Approach
Maless
Females
221
61
175.85
154.22
0.6440
0.3824
Total 282
Table 4.4a above showed that the mean achievement ranks of the males
experimental and females experimental group were 175.85 and 154.22, with standard
deviation of 0.6440 and 0.3824 respectively. This implies that male subjects taught
with Science Process Skills Approach has the highest mean achievement ranks,
followed by the females with least mean achievement ranks. Therefore, based
on the research question four above, Science Process Skills Approach seems to be
more of suitable and appropriate for students of different abilities to learn and
consequently enhanced students understanding and academic achievement of
Integrated Science concepts in respect of gender differences. In order to make
decisions on the students’ achievment based on the use of Science Process Skills
Approach, hypothesis four was tested below:
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Hypothesis 4:
There is no siginificant difference between male and female attitude change
subjects taught Integrated Science using Science Process Skills Approach. To test this
hypothesis the Mann-Whitney U-test is used because the test variable are all
norminal attitudes.
Table 4.4b Summary of Mann-Whitney U- Test Statistics Post test in Attitude change to Integrated Science of Male and Female subjects taught Integrated Science using Science Process Skills Approach.
Group Pretest Gender
N Sum of rank
Mean Ranks
U-Critical
p-value Remark
Males Pretest Females Pretest Total
221 61 282
49588.50 9407.50
175.85 154.22
1.715
0.086
N.S
Outcome of the above Table 4.4b Mann-Whitney U. test table shows that there
is no significant difference between male and female attitude change in subjects
taught integrated science. This is because the U-Critical 1.715 significant P-value of
0.086 is greater than 0.05 level of tolerance value. Hence null hypothesis is
aceepted/retained..
Table 4.4c Summary of Mann-Whitney U. Test Statistical Difference in Attitude between Male and Female subjects taught Integrated Science using Science Process Skills Approach is presented below:
Group Post test Gender
N Sum of rank
Mean Ranks
U-Critical
p-value Remark
Males Post test Females Post test Total
221 61 282
35060.50 9192.50
148.56 150.70
200
0.841
NS
The Table 4.4b above reveals that Mann-Whiteny U- Test showed that there is no
significant difference between male and female attitude change in subjects taught
integrated science. This is because the calculated U-Critical 200 P-value of 0.841 is
92
greater than 0.05 level of tolerance. Hence, the null hypothesis which states that,
there is no significant difference in attitude of male and female subjects taught
integrated science using Science Process Skills Approach is accepted and retained.
This could be said that the subjects are familiar with lecture method already.
Therefore, their exposure to Science Process Skills Approach to short period of four
weeks might not have influenced their attitude significantly. Though their mean
scores.
4.3 Summary of Findings
Summary of findings from the study, the result obtained are:
4.1a There was significant difference in the mean scores of the experimental high,
average and low ability sub-groups followed by control group average, high
and low (in table 4.1a).
4.1b Result indicated that there is a significant difference in mean scores between
and within the experimental groups. And also there is a significant difference
scores between and within control groups. (see Table 4.1b).
4.1c According to Table 4.1c, the experimental high group subjects has the highest
mean performance than other groups in favour of experimental group,
followed by control average mean scores. The control low mean scores is
significantly different from the mean scores of all other five groups.
4.2a The result revealed that, within the high, Science Process Skills Approach,
both male and female subjects had their highest mean scores of 29.50 and
27.52 respectively. The females low had the second highest mean scores. (see
table 4.2a).
93
4.2b The result revealed the existence of significant difference between and within
the Science Process Skills Approach in their mean scores. (see table 4.2b).
4.2c According to the table 4.2c, the significant difference exist between the mean
scores of high and average and also between the high and low as computed
results indicated the level of significance.
4.3a The result indicated that based on their mean ranks and standard deviation in
pretest, the females high achieved highest, followed by females average, then
males high, average and low, the least is in the females’ low group. This
implies that, the female subjects achieved slightly higher in their mean ranks
than their males counterparts. (see table 4.3a).
4.3b According to Kruskal Wallis Test, the table 4.3b showed no significant
difference in their attitudinal change to Integrated Science among subjects in
the high, average and low sub-groups after they were taught Integrated
Science using Science Process Skills Approach. (See table 4.3b).
4.4a The result reveals that, there is a difference in mean ranks and standard
deviation of the ranks in the favour of males experimental group than that of
the females (see table 4.4a).
4.4b The outcome of the result of the test shows that, there is no significant
difference between male and female attitude change in the pretest subjects
taught Integrated Science (see table 4.4b).
4.4c Similarly, in the post test showed that, there is no significant difference
between male and female attitude change subjects taught Integrated Science
(see table 4.4c).
94
4.4 Discussion of Results
The objectives of this study were to investigate the effects of Science Process
Skills Approach on academic performance and attitude of integrated science students
with varied abilities. Secondly, if using Science Process Skills Approach would affect
the performance of subjects in the high, average and low science. Thirdly, to
investigate the effects of Science Process Skills on performance of varied ability
groups in terms of gender. The data collected for this study was based on the
performance of subjects in Integrated Science Achievement Test (ISAT) and
responses obtained from Attitude of students Towards Integrated Science
Questionnaire (ATISQ) and Test of Practical Skills (TOPS). The results of the
analysis as presented in table 4.1a, 4.1b. 4.1c, 4.2a, 4.2b. 4.3a, 4.3b 4.4a and 4.4b.
These were analyzed according to the demand of the research questions, hypothesis
formulated and the design of the study.
The research question one which states that “What is the difference in the
mean scores of the subjects in the high, average and low ability sub-groups taught
Integrated Science using Science Process Skills Approach and their counterparts
taught Lecture Method”
To answer this research question in table 4.1a, the result shows that there was
significant difference in the mean scores of the experimental high, average and low.
Followed by control group, average, high and low taught Integrated Science using
Science Process Skills Approach than those taught using Lecture Method. The
significant difference found among the groups might likely be due to the use of
Science Process Skills Instructional Strategy on the experimental groups as it is
indicated in the means scores and standard deviation shown on the table.
95
The result from testing of hypothesis 1 revealed that, the subjects were
significantly different by their ability levels of experimental and control groups. This
implies that, the experimental group which was exposed to science process skills
instructional strategy performed significantly better in their various ability levels than
their counterparts in the control group who were taught the same integrated science
concepts using traditional lecture method.
This finding is in line with Abdullahi (2007) which explains that, science process
skills can also be used by integrated science teachers to identify the different abilities
in students and to help them to understand the process skills approach being taught,
which will lead to an improvement. Usman (2000) and Bichi (2002), observed that,
when students learnt when instructional ability based method like science process
skills is employed, the learning outcome are significantly retained which resulted in
students' academic performance in integrated science and Biology. The better
performance might have been induced by the fact that the subjects of experimental
group were able to discuss freely with one another within the group and even the
whole class.
The research question two which state that “What are the differences in the
mean scores of males and females of high, average and low ability groups taught
Integrated Science using Science Process Skills Approach” To answer this research
question two, there was significant difference in the mean and standard deviation
scores of males and females of high, average and low ability sub-groups taught
Integrated Science using Science Process Skills Approach, where the males
experimental high achieved the highest mean scores. Followed by females
experimental high, low and average. This implies that the males’ high ability has the
highest mean and standard deviation scores than females in high ability group.
96
The second hypothesis 2 focused on finding-out whether "there is no
significant difference in the mean of males and females of the high, average and low
ability sub-groups taught integrated science using Science Process Skills Approach.
The findings of the study revealed that the students on the basis of their gender
were slightly significantly different by their ability levels. The null hypothesis which
states that there is no significant attitudinal change to Integrated Science of the
subjects in the high, average and low ability sub-groups after they were taught
Integrated Science using Science Process Skills Approach is accepted and retained.
Danladi (2003) also reveals that there is no significant difference in achievement
between females and males on task involving science process skills acquisition male
and female subjects achieved equally in their computed post test scores, while Nwosu
(2001), suggests that gender stereotyping has to be discouraged in the homes, schools
and societies to enable females participate freely in skills based activities like science
process skills. It is inline with Yoloye (2004) Nworgun (2005), Usman (2010) that if
males and females are given equal opportunity, they will perform equally well. The
findings also show that Science Process Skills Approach is gender friendly.
Therefore, the Science Process Skills Approach has the potential of enhancing both
males and females students academic performance in Integrated Science of the Junior
Secondary School level. Also Ogunboyele (2003) who independently reported that
males are better than females in terms of educational achievement when
independently carried out studies on sex differences and student’s achievement at the
primary and secondary school levels.
The research question three which states that “What are the effects of Science
Process Skills Approach on attitudinal change of the high, average and low sub-
groups after exposure to Science Process Skills Approach” To answer this research
question above, in table 4.3a above showed that, there is mean ranks attitudinal
97
change to Integrated Science of males and females of the high, average and low using
Science Process Skills Approach. Females high achieved highest and then the
females, average followed by males high, males’ average and low. The females low
achieved that least of all the ability groups. This implies that females’ high ability
appears to have the highest mean ranks and standard deviation followed by males
high respectively.
Hypothesis 3
Looking at the attitudinal change of the subjects in the pretest and posttest of
the experimental groups of various ability levels and sex status of males and females,
the calculated significant value of Kruskal Wallis K-Critical value of 0.977 in the post
test which is higher than the P < 0.05 level of tolerance. As the null hypothesis states
that; there is no significant attitudinal change to integrated science subjects of the
high, average and low ability sub-groups before and after there was exposed taught
integrated science using science process approach. For all the cases when males and
females in the different groups of attitudinal change were compared, the result
revealed no significant difference in gender, hence they are gender friendly. But
male’s average in pre-test has slightly higher than females counterparts.
Bichi (2002) reports that there was no significant difference in academic achievement
between male and female subjects taught evaluation concepts using traditional method
of instruction.
The research question four which states that “What is the difference in the
attitude of males and females taught using Science Process Skills Approach” To
answer this research question four, the table 4.4a showed that there is difference in
mean ranks and standard deviation in attitude of males and females taught using
Science Process Skills Approach. Thus even though, the males mean experimental
scores in pretest group performed reasonably progressively higher in experimental
98
group than their females’ counterparts. This implies that male subjects achieved
highest in their mean ranks and standard deviations of the ranks, followed by female
low subjects who achieved the least.
The fourth hypothesis, therefore, the result of the analysis of the fourth
hypothesis on table 4.4(a) revealed that there is no significant difference in attitude
change among the ability levels of the (high, average and low) of experimental group.
As it is showed in Mann Whitney U. Critical 200 P- value of 0.841 is greater than the
0.05 level of tolerance. As the null hypothesis states that, there is a significant
difference in attitude among high, average and low ability sub-groups taught using
Science Process Skills Approach and their counterparts taught using lecture method.
This hypothesis is hereby accepted and retained. This showed that there is a
significant difference in their attitude towards student’s teacher, influence and science
process skills instructional strategy. The science process approach because of its
unique and distinguishing feature of developing in children, a set of science process
skills will be helpful in this respect.
99
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
In this chapter, the summary of the findings from this study are presented. The
conclusions from the findings, recommendations arising from the study are discussed.
5.2 Summary
The study was conducted to find out the effects of Science Process Skills
Approach on academic performance and attitude of integrated science students with
varied abilities. The study was carried out to find the effects of science process skills
instructional strategy:-
If the academic performance of Integrated Science Students could be enhanced
especially those in low and average ability groups.
If there would be difference between attitude exhibited by integrated science
students of the various ability groups before and after instruction.
The samples for the study were Junior Secondary Three (JSS) Students of
Eight Classes from Four Schools, two schools each from Potiskum and Fika Local
Government Areas and two schools from Fika Local Government Area that made up
the Potiskum Educational Zone. Two of the schools were Government Day Junior
Secondary School Kara and Government Day Junior Secondary School Gadaka, these
schools were used as the experimental group. As were taught using the science
process skills instructional strategy.
The control groups were Government Day Junior Secondary School Mamudo
and Government Day Junior Secondary School Gashaka and the subjects were taught
using traditional lecture method. The integrated science concepts that were taught are:
energy conversion
methods of feeding in plants and animals
100
Four null hypotheses were tested in order to answer the stated research questions, 40
multiple choice items of achievement test was adapted by the researcher from Inyang
(1988) and Usman (2000) and were validated by experts of PhD status in Science
Education, Ahmadu Bello University, Zaria. The facility and discrimination indices
were also determined. Likewise Test of Practical Skills (TOPS) was used for pretest
which was made of short answers and ten multiple choice items. And 30 in item
integrated science questionnaire (ATISQ) adapted from James (2000) and Lawal
(2009) was used for the study to find out experimental and control groups before and
after instruction.
The study adopted a pretest-posttest design with the experimental and control
groups divided into ability groups (high, average and low) and students within each
group were put into sub-groups to allow them for instruction. The treatment for the
study involved:
teaching the experiential groups concepts in science process skills
instructional strategies.
teaching same concepts in integrated science using traditional lecture method.
After the treatment, which lasted for two weeks, the post test was conducted,
achievement test were administered to both experimental and control groups, attitude
of students towards integrated science questionnaire (ATISQ) was administered to the
subjects of both male and female experimental group before and after treatment. The
data collected from attitude of students towards integrated science questionnaire
(ATISQ) were analyzed using Kruskal Wallis test statistical tool to test hypotheses 3
and Mann Whiteny U-Test for hypothesis 4. The confidence level of P< 0.5 was
adopted for retaining or rejecting the hypothesis.
The study investigated the Effects of Science Process Skills Approach on
Academic Performance and attitude of integrated science students with varied
101
abilities. The performance levels was Obtained in three groups using science process
instructional strategy. It also investigated the effects of attitude of students towards
integrated science using questionnaire at junior secondary school level and gender-
related differences on different ability levels of students and their academic
performance in integrated science concepts when exposed to science process skills
instructional strategy.
The schools used were all co-educational comprising both male and female
subjects. All the 504 students participated in the study. Attitude Towards Integrated
Science Questionnaire (ATISQ). Integrated Science Achievement Test (ISAT)
instrument was used at two different levels. (i) Pretest, (ii) Posttest. The pretest was
designed to determine the equivalence of subjects before the treatment, and second
the posttest after treatment to determine the level of performance of the subjects in
various ability sub-groups.
The instruments Test of Practical Skills (TOPS) and Integrated Science
Achievement Test (ISAT) consist of short answer and multiple choice for (TOPS).
ISAT consists of forty multiple choice items with reliability coefficient of 0.96 for
TOPS and 0.69 for (ISAT) respectively.
5.3 Conclusion
From the result of this study, the following conclusions were drawn:
Science process skills instructional strategy can be used effectively to improve
the performances of integrated science students and their overall achievements
in integrated science concepts which can be illustrated by using practical
activities like hands on and mind on activities.
102
The science process skills instructional strategy that was employed in
teaching, has slight significant effects on the students’ academic performance.
But need to be re-emphasized in the Nigerian Secondary School Curriculum.
The subjects of the experimental group in the three ability groups performed
significantly better than their counterparts in control groups in the first
hypothesis. This shows that science process skills instructional strategy
provides more effective in the learning of integrated science concepts and
students in all the ability groups have benefited more from learning the science
process skills instructional strategy.
The results of the study also shows that subjects of experimental ability levels
benefited more from learning in science process skills instructional strategy
than in the Science Process Skills Approach.
The result of the study shows that, science process skills instructional strategy
is gender friendly. These males and females that were in the experimental
group performed higher in their mean scores.
5.4 Recommendations
Curriculum planners should examine further effects of wider scope in science
process skills instructional strategy and consider its suitability for the teaching
of integrated science concepts, since it partially improves academic
performance.
Organizations such as Science Teachers Association of Nigeria (STAN), the
National Educational Research and Development Centre (NERDC) should
organize seminars, workshops and conferences on science process skills
instructional strategy for integrated science teachers at Junior Secondary
school levels. This will enhance their skills and performance.
103
The science process skills instructional strategy should be incorporated in
integrated science teacher training curriculum in order to produce teachers
who are able to handle science process skills instructional mode of teaching
effectively.
The federal and state ministries of Education should provide adequate funds to
sponsor Integrated Science Teachers to go on training in science process skills
instructional strategy required to improve academic achievement of students.
5.5 Limitation of the study
Further studies would have to be done to consider all the available school
types and a wider sample before generalization can be made on a wider
coverage.
The conclusion reached about the effectiveness of science process skills
instructional strategy in this study, is only limited to some concepts in
Integrated Science.
The students and research assistants used for this study were not too familiar
with science process skills instructional strategy. A lot of explanations were
done on it before commencement of the exercise.
Test for practical skills (TOPS) used for assigning the subjects into ability sub-
groups instead of using teacher made test may have some effects on the result.
104
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APPENDIX A
TEST OF PRACTICAL SKILLS (TOPS) PRE-TEST
An instrument designed to measure science process skills acquisition among
integrated science students
school:………………………………group ………………………………
No:……………………………………
Instruction: attempt all questions
a. section a: short answers
b. Section b: multiple choice questions.
c. There are 10 multiple choice questions in all one of the option in every
question is correct.
Carry out the following experiment:
Collect a clean, dry test tube.
Place the tube in a rack
Put one spatula measure of the power in to the tube.
Add five drops of water.
1. (A) Which of the observations below (A to F) would you say are true?
Write the letters on your answer sheet (there may be more than one true statement).
A. The test tube gets hot.
B. The test tube is made of glass.
C. The powder does not change.
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D. The spatula is made of metal.
E. The powder turns blue.
F. The dropper bottle contains hot water. (2 marks.)
(B) What do you think are the most important scientific observations in these
experiments? There may be one or more than one. Write your choice from
letter A to F on your answer sheet. (2 marks).
(C) What conclusion can be made about this experiment? Choose one (only) from
the list below (P to S)
P. The colour of the powder changes when any liquid is added
Q. Only water changes the colour of the powder.
R. Water reacts with the powder to form a new, coloured substance.
S. Water is blue, so this is why the colour changes.
Please return the tube, unwashed, to the front bench. (1 mark)
2. A) Seeds and fruits are sometimes specially adapted to help them to get
away
from the parent plant.
Look at seeds 1, 2 and 3 and for each one choose one of the methods (A to E) below:
Also on your answer sheet describe what leads you to your conclusion:
A. Blown by the wind.
B. Carried by water
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C. Seed pods explode.
D. Eaten by animals
E. Stock to animal’s fur.
B) The pictures A to E show the development of a frog from a tadpole. They are
not in the correct order. Arrange them in order of youngest to oldest.
Diagram 3
(Note: they are not all drawn to the same scale)
3.
a) Measure the length of line A in cm (e.g. 9.6cm) (1 mark)
b) Measure the length of line B in cm. (1 mark)
c) What is the length of line B in mm? (1 mark)
d) Measure he thickness of a pole of 100 sheets of paper (in mm). (1 mark)
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e) What is the thickness of one sheet of paper. (1 mark)
4. As accurately as you can, find the volume inside the bottle (its capacity).
a) Write down the volume (capacity). (1 mark)
b) Write down the units of volume. (1 mark)
c) Name the apparatus you used. (1 mark)
d) Describe the method you used to find this volume. (2 marks)
5.
a) Measure the length, width and depth of the block (to the nearest cm) and write
your answers on the answer sheet. (2 marks)
b) Work out the volume of the block. (1 mark)
Write down the volume and units on your answer sheet.
Find the volume of the lump of Plasticine. (1 mark)
c) Describe the method you used to find this volume.(1 mark)
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6. Look at the bricks you have been given.
a) Write down at least two things that all bricks have in common (similarities).
(2 marks)
b) Write down at least two differences between groups of bricks. (2 marks).
c) Write the suitable heading on the table. (1 mark)
SECTION B:
MULTIPLE CHOICE QUESTIONS
1. A teabag was placed in each glass of water 2 minutes.
Why is the tea in glass two (2) darker than the tea in glass 1?
1 2
a) There is more water in glass 1.
b) Glass 1 is larger than glass 2.
c) The water temperature in glass 2 is higher than the water temperature
in glass 1.
d) The amount of time the heating were in the water is different.
2. Which of the sentences best describes the drawing?
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a) A house with a round wider.
b) A rectangle with a triangle on top and half circle on the left.
c) A triangle with a rectangle and a half circle on the right.
d) A rectangle with a triangle and a half circle on the right.
3. A wormery was filled with soil and 15 earthworms put into it. After one week
five worms were dead. Without jumping into conclusions, what can we definitely say
about this experiment?
a. The soil was too dry.
b. The wormery was kept near a radiator.
c. There was no enough food.
d. More worms survived than deal.
4. Two friends were arguing about their cars which of the statement below
cannot be proved by scientifically. Can be proved by taking measurement.
a. My car is header than yours.
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b. My car is faster than yours.
c. My car is better than yours.
d. My car uses less petrol than yours.
5. Measure 250cm3 of water using a measuring cylinder. Carefully drop a small
piece of stone (provided) into the measuring cylinder. What do you observe?
a. The volume of water is reduced.
b. The pieces of stone get dissolved.
c. The level of the water rises.
d. The colour disappears completely the first time you dilute it.
6. How long is the block of wood shown in the diagram below?
a. 10cm
b. 20cm
c. 25cm d. 35cm
7. A bean seed was planted in a dry soil, and placed in a dark cupboard. After 5
days the seed did not germinate. Another seed was planted in a dry soil, watered and
placed in the same dark cupboard. After 5 days, it germinated. What
conclusion/inference can you draw for this experiment?
a. That light is needed for germination.
b. That dry soil is needed for germination.
c. That water is needed for germination.
d. The humidity is needed for germination.
8. Below is a diagram of a piece of metal rod with an irregular shape.
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To measure the actual length of the rod it is always advisable to use:
a. A wooden ruler.
b. A metal ruler.
c. Measuring tape.
d. A bent wooden ruler.
9. Assuming that you are in a room with only one window, floor tiles and a chair
inside it and you are asked to measure the size of the room. Which of the following
choice don’t have any other thing except you?
a. Your foot length.
b. Floor tiles.
c. Chair length.
d. Window length.
10. A science class wanted to test a variables or factors that might affect plan
height. The following is a list of variables they felt could be tested.
(i) Amount of light (ii) Amount of moisture (iii) Soil types and (iv) change in
temperature, which of the following could be a possible hypothesis for the class
experiment?
a. An increase in temperature will cause an increase in plant height.
b. A plant left in the light will be greener than a plant left in the dark.
c. In increase in sunlight causes an increase in the amount of moisture
lost by the plant.
d. A plant in sandy soil loses more water than plant in clay soil.
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APPENDIX B:
TEST OF PRACTICAL SKILLS (TOPS)
MARKING SCHEME
SECTION A:
1) A = A B D E
B = A B
C = R
2) A) Seed, feature (1 mark for seed, 1 mark for feature)
1 = A, wings.
2 = E, hooks.
3 = A, Parachute or hairs or Light.
B) Order = C E B D A
3) a. 5cm ± 1 mm
b. 6.9cm ± 1mm
c. 74mm
d. ________ ± 1mm
e. Answer (d) ÷ 100 =
4) a. ______ ± 5ml
b. ml or cm3
c. Measuring Cylinder.
d. Clearly described method (Using measuring Cylinder three times, then total
volume).
5) a. X ---------------- X ---------------- X ------------------ dimension
b. X -------------- cm3 or ml.
c. 15 – 20
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d. Clearly described method, to include water displaced equal volume of
Plasticine, or an equivalent description.
6. a. Any three from plastic, Logo/Building bricks, same with or depth, have
students on top. (2 marks)
b. Any three from different colour, Length or size, number of students.
(2 marks)
c. Colour large small. (1 mark).
SECTION B: ONE MARK FOR EACH QUESTION.
1) (C) The water temperature in glass 2 is higher than the water temperature in
glass 1.
2) (B) A rectangle with triangle on top.
3) (D) More worms survived than dead.
4) (C) My car is better than yours.
5) (C) The level of the water rises.
6) (C) 25cm
7) (C) Water is needed for germination of seeds.
8) (C) Measuring tape.
9) (D) Window length.
10) An increase in temperature will cause an increase in plant height.
131
APPENDIX (C)
Integrated Science Achievement Test (ISAT) in
Instructions to Research Assistants
A) Allow students to read through the instructions on the cover page of the test
booklet. Read aloud instruction No. D to the students while the later read silently.
B) After reading the test instructions, allow students to ask questions (if any)
before the test begins and discourage questions during the test.
C) Allow the student’s time to attempt all the questions before submitting their
question papers and Answer Sheets.
D) Note clearly, the average time taken by the students to complete the test.
E) Ensure the collection of all question papers given out to help ensure the
security of he test and the availability of the tests booklets for use at other centres.
F) Collect all question papers together with the Answer Sheets at the end of the
test.
i) Instructions Stated on question papers to Students.
The question papers carried the following instructions.
A) Do not Turn to the Question until you are told to do so.
B) This test question contains 40 multiple-choice items (questions) based on the
junior secondary school (J.S.S III) integrated science course. It has a special
identification number which is indicated on every page of the test booklet. Enter this
number on your Answer Sheet in the space for Test Form.
C) Each item on the test has four responses (answers) lettered A-D one of which
is the correct answer. Choose the correct answer to each item and shade in pencil on
your Answer Sheet the space against the letter which corresponds to your answer. Be
sure to record your answer in appropriate position.
Your score on the test will depend on the number of correct responses.
132
D) Consider the following practice exercise on the procedure to be followed in
answering the questions.
Which of the following is NOT a characteristic of All living things
A. Respiration
B. Movement
C. Nutrition
D. Photosynthesis A B C D
e) Do not write on any of the pages in the test booklet.
Use papers for rough work. After answering all the questions submit the question
papers together with your Answer Sheet to your teacher.
f) You are free to ask questions now. No questions will be welcome during the test.
Integrated science achievement test (ISAT)
School -------------------------------------------------------------------------------
Group no------------------------------------sec:---------------------------------
time allowed: 1 hour
Instruction: shade the answer sheet provided
1. Water is a compound of two elements…………and…………
a) Oxygen and Sodium
b) Hydrogen and Oxygen
c) Gas and hydrogen
d) Hydrogen and Nitrogen
2. Which is a gas produced by animals and used by plants?
a) Nitrogen
b) Carbon monoxide
c) Oxide
d) Carbon dioxide
133
3. The skin is a sense organ because it…..
a) Helps to detect the mass of an object.
b) Can be used to detect a chemical substance.
c) Helps to tell how hot or cold something is
d) Burns when a hot object touches it.
4. What component of an electric circuit is shown in fig 2
Fig. 2
a) Bolt
b) Fuse
c) Switch
d) Battery
5. Which among these items contains traditional appliances in our home only?
a) Thermometer, mortar and pestle
b) Telephone, electric fan
c) Mortar, pestle and hoe
d) Electric fan, hoe
6. Water in a kettle received some energy to make it boil. The energy is………
a) Heat energy
b) Light energy
c) Movement energy
d) Chemical energy
7. What kind of energy is the model car in the diagram above is gaining?
a) Potential energy
b) Kinetic energy
134
Fig. 2
c) Electrical energy
d) Chemical energy
8. The type of energy a rolling marble possess is…………….
a) Electrical
b) Chemical
c) Kinetic
d) potential
9. in order to a body absorb maximum heat, it should be-----------
a) Highly polished
b) Painted
c) Painted black
d) Painted yellow
10. The absorption of heat energy by an object will result in the following
except……………………………
a) Increase in temperature
b) Increase in size
c) Change of state
d) Increased in mass of the object.
11. The temperature of a normal healthy person in the Fahrenheit as marked on
the clinical thermometer is----------
a) 37.00F
b) 89.40F
c) 98.40F
d) 100.00F
135
12. An instrument for direct measurement of the density of a liquid is called----
a) Mano-meter
b) Density meter
c) Hydrometer
d) Hygrometer
13. Which of these animals may not be found in savannah grassland area?
a) Monkeys
b) Birds
c) Crocodiles
d) Snakes
14. A simple cell converts chemical energy to------------
a) Heat energy
b) Kinetic energy
c) Sound energy
d) Electrical energy
15. What energy changes takes place when the battery lights up the bulb?
a) Electrical - light - chemical
b) Light - electrical - potential
c) Heat - movement - heat and light
d) Chemical - electrical - heat and light
16. Whenever a fly moves across your eye, you blink this is an example of ----
a) Reflex action
b) Tropism
c) Tactic action
d) Voluntary action
136
17. Which part of an electric circuit is shown here on the diagram?
a) Bulb
b) Fuse
c) Switch
d) Battery
18. Why is a fuse necessary in the plug of an electric iron, fan or cooker? It helps to……
a) Show that the plug is working
b) Cut off current than it gets too much.
c) Regulate the electricity supply
d) Show how current is being used.
19. Which of these is an insulator of heat?
a) Brass
b) Copper
c) Plastic
d) Aluminium
20. A body of mass 200kg is moving with a constant velocity 5 m/s. Calculate the
kinetic energy of the body?
a) 2,500J
b) 1,000J
c) 500J
d) 250j
21. Which of the following sets gives a collection of weather instruments only?
a) Thermometer, barometer, hygrometer
b) Hygrometer, manometer, photometer
c) Anenometer, thermometer, screw- guage
d) Wind name, barometer, and ammeter.
Fig 3
137
22. An instrument used to measure temperature is called---------
a) Potometer
b) Manometer
c) Thermometer
d) Barometer
23. Which of the following constitute the four kinds of taste?
a) Sweet, bitter, sour, salt
b) Sweet, acid, bitter, salt
c) Salt, milky, meaty, salt
d) Sour, sweet, meaty, salt.
24) You like hairy toys, in shops hairy and smooth toys are look alike and you
wish to be sure of your choice. What sense organ would you to detect?
a) Hearing
b) Taste
c) Sight
d) Touch
25) The part of the inner ear which is concerned with hearing is found in the…………
a) Temporal bone
b) Semi-circular canals
c) Cochea
d) Succulus
26. What part of the eye takes signals from the eye to the brain?
a) Cornea
b) Retina
c) Lens
d) Optic nerve
138
27. Which of the following does not give the correct energy conversion?
a) Telephone month piece: sound energy = electrical energy
b) Striking a match stick: chemical energy – sound energy
c) Telephone ear piece: electrical energy – sound energy
d) Electric bell: electrical energy ------------sound energy
28. Which of these energy conversions takes place during a telephone
conversation?
a) Electrical - sound - electrical
b) Sound - electrical - sound
c) Chemical - sound - Electrical
d) Sound - magnetic - sound
29. A main electricity can cause a more servere shock than a touch battery. Why?
a) Battery voltage is very common
b) A mains socket is usually exposed
c) Main voltage is higher than the battery voltage
d) A main socket is easier to touch
30. Which of these is a good conductor of heat?
a) Wood
b) Copper
c) Plastic
d) Polystystyrene
31. A vacuum flask keeps a hot drinking because it……………………
a) Radiates heat out
b) Stops heat escaping
c) Stops light getting in
d) Keep heating the drink
139
32. Another name for potential energy is …………………………
a) Kinetic energy
b) Stored energy
c) Applied energy d) Movement energy
33. You are interested in finding out the type of vegetation behind your school.
What sense would you use?
a) Hearing
b) Taste
c) Sight
d) Touch
34. Why the skin on your finger tip is more sensitive to touch than the skin on
your arm? Because…………………………
a) The skin on the finger is lighter
b) There are no hairs on the finger tip
c) The arm is bony
d) The finger tip has more nerve ends.
35. The formula OH- represents an anion
a) An ion
b) A hydroxide ion
c) Hydroxyl ion
d) All of the above
36. Which of the following statements about the human eye is not correct?
a) The image of an object seen by the eye is printed on the retina
b) Short sightedness is a defect which occurs when the eye ball is longer
than normal.
c) The size of the pupil diminishes in the dark, and increases in bright light
140
d) Some refraction occurs at the cornea, which is transparent.
37. Which of the following groups of materials contains only good conductors of heat?
a) Iron, silver, copper, aluminium
b) Wood, silver, water, copper
c) Glass, paper, iron, copper
d) Cement, iron, glass, rubber
38. Which of the following sets of materials gives equal amount of heat
conductors and non- conductors?
a) Cotton, copper, iron, aluminium
b) Wool, cotton, cork, iron
c) Copper, cork, cotton, aluminum
d) Zinc, copper, iron, mercury
39. In which of the following medium is the transmission of sound waves
travelled fastest?
a) Air
b) Water
c) Vuccum
d) Wood
40. Which of these represents a discharge of atmospheric electricity?
a) Lighting
b) Snow
c) Thunder
d) Hail
141
APPENDIX (D)
Marking schemes in Integrated Science Achievement Test (ISAT)
1. (B) Energy can be change from one form to another
2. (D) Carbon dioxide
3. (C) Helps to tell how hot or cold something is
4. (B) Fuse
5. (C) Mortar, pestle and hoe
6. (A) Heat energy
7. (C) Kinetic energy
8. (B) Kinetic energy
9. (C) Painted black
10. (D) Increased in mass of the object
11. (B) 89.40F
12. (C) Hydrometer
13. (C) Crocodiles
14. (D) Electrical energy
15. (D) Chemical Electrical heat and light energy
16. (A) Reflex Action
17. (A) Bulb
18. (B) Cut off current than it gets too much
19. (C) Plastic
20. (A) 2,500J
21 (A) Thermometer, Barometer, Hygrometer
22 (C) Thermometer
23. (A) Sweet, Bitter, Sour, Salt
24. (D) Touch
142
25. (B) Semi-Circular canals
26. (B) Retina
27. (A) Telephone mouth piece, Sound energy electrical energy
28. (D) Sound Electrical Sound
29. (C) main voltage in high than the battery
30. (B) Copper
31. (B) stop heating escaping
32. (B) Stored energy
33. (C) Sight
34. (D) The finger tip has more nerve ends
35. (C) Hydroxyl ion
36. (C) The size of the pupil diminishes in the dark and increases in bright light
37. (A) Iron, Silver, copper, Aluminium
38. (C) Copper, Cork, Cotton Aluminium
39. (A) Air
40 (A) Lightning
143
APPENDIX (E)
Integrated Science Achievement Test (Isat) answer sheet in Potiskum Educational Zone of Yobe State
STUDENTS NO:…………………………………………….……………………….. NAME (Surname First)………….Age…………………Sex……………………………… School…………………………………………………………………….
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
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APPENDIX F
Letter of introduction
The Principal ---------------------------
---------------------------
----------------------------
Sir/Madam,
The bearer, Bitrus Ijai GADZAMA MED.EDU/10410/07/08 is a Post-Graduate
Student of Ahmadu Bello University, Zaria in the Department of Education (Science
Education Section) currently undertaking a research on the Effect of Science Process
Skills Approach on Academic Performance and Attitude among Integrated Science
Students’ with varied Abilities in Potiskum Educational Zone of Yobe State.
You may therefore wish to give him all the necessary assistance he may require.
Thank you.
Student Supervisor I Supervisor II
(Rev) Dr. S.S Obeka Dr. (Mrs.) M.A
Lakpini
Head of Section
Prof. J.S. Mari
145
APPENDIX G
Altitude of Students towards Integrated Science Questionnaire (ATISQ)
To the students, You are requested to answer this questionnaire as correctly and
honestly as you can.
SECTION A
Name of
school………………………………………………………………………………
Serial
Number……………………………………………….Age………………………
Group………………………………………………………………………………
Male [ ] Female [ ]
SECTION B
Please you are to tick the most appropriate of the following alternatives. Strongly Agree [SA], Agree [A], Disagree [D] and Strongly Disagree [SD] Items Positive(+)
or Negative(-)
SA A D SD
1. I enjoy doing integrated science experiments. +
2. I do not like working with others during integrated science classes.
-
3. My teacher has been interested in my progress in integrated science.
+
4. The use of integrated science during integrated science lessons distracts students’ attention from learning.
-
5. I am genuinely interested in learning integrated science concepts.
+
6. I do not feel I have good understanding of integrated science concepts.
-
7. Taking integrated science is a waste of time - 8. I am sure that I can learn integrated science + 9. I don’t feel I can learn integrated science. - 10. I learn more by participating in integrated science
lessons than if the teacher had covered the
+
146
syllabus. 11. The use of lecture method can improve the
learning of integrated science concepts. -
12. Activity oriented lessons are suitable in helping students to achieve better in integrated science.
+
13. Students learn integrated better when they interact with teachers in the process of integrated science learning.
+
14. Talking and discussing with other students is not helpful in learning integrated science.
-
15. The use of methods and working in groups can help me score better marks in integrated science.
+
16. I can get good grades in integrated science. + 17. Integrated science is more thrilling and more
fascinating than other subjects.
+
18. I look forward to more integrated science lessons after each integrated science lesson.
+
19. I enjoy reading integrated science notes every day +
20. I study integrated science just because it is a compulsory subject for us.
-
21. Integrated science is boring subject. - 22. I enjoy learning integrated science in our class.
+
23. Integrated science assignments help me to understand integrated science better.
+
24. Teaching and learning of integrated in traditional way make me hate integrated science.
-
25. Integrated science will not be important to me in my life’s work.
-
26. There are so many integrated science concepts to learn and so I get confused.
-
27. I am not really sure of that I have learnt anything in integrated science.
-
28. Integrated science is not important for my life. -
29. I know I can do well in integrated science + 30. Integrated science specialists are less friendly than
other people. -
147
APPENDIX H
The distribution of items according to dimensional scales of attitude of students
towards integrated science questionnaire (ATISQ)
A student’s attitude to enjoyment of learning integrated science
B students’ attitude to career interest in integrated science
C students’ attitude to cooperative studies
D students’ attitude to the use of group learning
E student’s attitude to leisure interest in integrated science
148
Appendix (IA)
Science Process Skills Instructional Package (SPSIP)
Lessons on Science Process Skills in Science for JSS Students
Adopted from James, P.H and Karen L. Lancer
1. JSS III
2. Overview: Process skills in science are very important in the formal presentation of
science to students. There is a strong belief that students who are properly introduced
to science through process skills will find useful throughout life. While it is possible
to easily forget science content learnt, process skills tend to remain with many
individuals for a relative longer period.
The event consists of a series of integrated science tasks that involve the use of
one or more process skills. Science process skills are classified as basic science and
integrated skills. These skills can be accessed by applying them to a series of
laboratory activities.
3. Purpose: The purpose of this lesson is to present eight out of many science process
skills to students. The eight process skills are observing, measuring, inferring,
interpreting data, classifying, predicting, communicating and experimenting.
4. Objectives: Students will be able to:
(1) Explain what is meant by Process Skills
(2) Relate the process skills to method of energy conversion and feeding in plants
and
animals.
(3) Describe how process skills can be used in everyday living.
149
Resources Materials A collection of common objects in the school environment and
in the community. The following item could be include: