The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Abungu, Hesbon Elly Odhiambo; Okere, Mark I. O.; Wachanga, Samuel W.

doi:10.5901/jesr.2014.v4n6p359

Cited by 69 publications

(76 citation statements)

References 26 publications

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“…The increasing of proportion items showed that the implementation of science process-oriented learning devices also greatly assist the students in understanding the theories or concepts being taught. The similar results was showed by Abungu [10] who states that science process skills can improve students' ability to understand a concept better than implementing other learning processes.…”

Section: A Mastery Of Learning Outcomessupporting

confidence: 80%

Science Process Skills to Facilitate the Achievement of Studentsr Learning Outcomes

Hasanah¹,

Susanti²,

Rahayu³

et al. 2018

Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities Through Language, Culture,

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This study aimed to describe the effect of science process skills-based learning in facilitating the achievement of student learning outcomes in the topic of carbohydrate metabolism. The research design used was pre-experimental one group pretest-posttest design. Trials were conducted on 30 students of SMAN 1 Tarik, Sidoarjo. The results of this study consists of 3 components, which includes the results of academic learning both product (material / concept) on LP1, process (integrated and basic science process skills) on LP2-01 and LP2-02 as measured by written test, as well as attitudes on the observation sheet. The result of the research showed that the science process-oriented learning process can improve the students' understanding based on the result of the preliminary and final test which has increased the proportion of the correct answer both on the test in the product LP and the result of the affective level of the students character and social skill was very high. Based on the results of this study, it can be concluded that the science process skills can be used to facilitate the achievement of students' learning outcomes in the topic of carbohydrate metabolism.

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Section: A Mastery Of Learning Outcomessupporting

confidence: 80%

Science Process Skills to Facilitate the Achievement of Studentsr Learning Outcomes

Hasanah¹,

Susanti²,

Rahayu³

et al. 2018

Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities Through Language, Culture,

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show abstract

“…This was consistent with studies from Ekon and Eni (2015) and Beaumont-Walters and Soyibo (2001) that indicated that gender did not significantly influence the acquisition of science process skills. However, a science process skills teaching strategy can make a significant difference in achievement in chemistry between boys and girls (Abungu et al, 2014). These findings were also consistent with the PISA 2012 results, in which it was reported that more than 50% of all countries in the project had no difference between science scores from genders.…”

supporting

confidence: 87%

Examining of Secondary School Students’ Integrated Science Process Skills

Chokchai

Pimdee

2019

Journal for the Education of Gifted Young Scientists

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Integrated science process skills (ISPS) are a fundamental variable in scientific inquiry and scientific literacy. If students are proficient in this skill, they will be ready for living and working in the 21 st-century, which requires the application of scientific knowledge and scientific inquiry. For these reasons, the researchers undertook a study to investigate the ISPS of Thai lower secondary school students. From the use of stratified random sampling, 350 Bangkok, Thailand Grade 8 secondary school students were selected. The SPSS statistics software was used for data analysis of the mean and standard deviation. A first-order confirmatory factor analysis (CFA) and a two-way analysis of variance (ANOVA) were also employed. Findings from the research determined that student ISPS consisted of five indicators, including 1) controlling variables 2) hypotheses formulation3) defining variables operationally 4) experimentation, and 5) data interpretation. Findings also revealed that overall, student ISPS were at a level that needed improvement.

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“…Achievement of cognitive learning outcomes of students in this study can not be separated from the role of science process skills developed. This is because science process skills can help students gain an understanding of material that is more long term memory [12] . During the learning process, students do more of a series of science process skills independently to find facts, concepts or principles.…”

Section: Resultsmentioning

confidence: 99%

The Effect of POE Learning Models (Prediction, Observation, and Explanation) with Probing-Prompting Techniques on The Student’s Cognitive Learning Outcomes of SMA Muhammadiyah 3 Jember

Farida¹,

Waluyo²,

Fikri³

2018

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Student learning outcomes are competencies that students have after gaining their learning experience, so indicators of learning success can be seen from student learning outcomes after experiencing the learning process. Student learning outcomes can be improved through the use of learning models, one of which is by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques. The purpose of this study was to determine the effect of POE learning models (Prediction, Observation and Explanation) with probing-prompting techniques on the cognitive learning outcomes of the tenth grade students at SMA Muhammadiyah 3 Jember on the environmental pollution subject. Type of research is a quasy experimental study using a pretest and posttest design. In the experimental class, learning activity was carried out by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques and the control class, learning activities are carried out by applying conventional learning models. The data of the students' cognitive learning outcomes were obtained through the pretest and posttest scores then analyzed using ANAKOVA test. The application of POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques had a significant effect with a probability as much as 0,000. The affective learning outcomes influenced significantly with a significance value of 0.001 or p<0.05.

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The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Abstract: Science process skills are central to the acquisition of scientific knowledge which is useful in solving problems in society. In Kenya, students' achievement in

Cited by 69 publications

References 26 publications

Science Process Skills to Facilitate the Achievement of Studentsr Learning Outcomes

Science Process Skills to Facilitate the Achievement of Studentsr Learning Outcomes

Examining of Secondary School Students’ Integrated Science Process Skills

The Effect of POE Learning Models (Prediction, Observation, and Explanation) with Probing-Prompting Techniques on The Student’s Cognitive Learning Outcomes of SMA Muhammadiyah 3 Jember

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