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Impact of Prior Exposure to Laboratory Apparatus on the Acquisition of Science Process Skills Andacademic Achievement among Chemistry Students in Secondary Schools

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• Volume 6,Issue 1,Jan.,2019

Year:

2019

Type of Publication:

Article

Keywords:

Prior-exposure, Laboratory, Apparatus, Skill-Acquisition and Achievement

Authors:

• JOHNSON, BABAFEMI ADENIYI
• MAKARAU, ILIYA JEREMIAH

Journal:

IJIRES

Volume:

6

Number:

1

Pages:

144-153

Month:

January

ISSN:

2349-5219

BibTex:

@article{1472, author = "BABAFEMI ADENIYI JOHNSON and ILIYA JEREMIAH MAKARAU", abstract = "This work investigates the impact of prior exposure to laboratory appreciation on the acquisition of science process skills and academic performance among secondary school chemistry students. Some of the research questions formulated to guide the study include; what is the difference in the mean academic performance of senior secondary school chemistry students’ prior exposure to laboratory apparatus in comparism to those not exposed? What is the difference in the acquisition of process skills among senior secondary school chemistry students who had prior exposure to laboratory apparatus and those not exposed? To answer these questions, some hypotheses were developed. There is no significant difference in the mean academic performance of chemistry students’ prior exposure to laboratory apparatus and those not exposed. There is no significant difference in the acquisition of science process skills between chemistry apparatus and those not exposed. Various literatures were reviewed by the researchers. The study is a pre-test, post-test, quasi experimental and control group design. A total of sixty (60) students forms the sample of the study. Three instruments, namely; Chemistry Achievement Test (CAT), Science Process Skills, Achievement Test (SPSAT) and Chemistry Retention Test (CRT) were used for data collection. The CAT was developed by the researcher and validated by experts in chemistry education. The data was analyzed using t-test and the results from testing the hypotheses above were both found to be 0.000 at 0.05 level of significance. This revealed that the experimental group taught chemistry using prior exposure to laboratory apparatus strategy performed significantly better in their process skills acquisition and academically than the control group taught using the traditional lecture method. The study recommends among others that chemistry teachers should be encouraged to use prior exposure to laboratory apparatus strategy in teaching of chemistry", issn = "23495219", journal = "IJIRES", keywords = "Prior-exposure, Laboratory, Apparatus, Skill-Acquisition and Achievement", month = "January", number = "1", pages = "144-153", title = "{I}mpact of {P}rior {E}xposure to {L}aboratory {A}pparatus on the {A}cquisition of {S}cience {P}rocess {S}kills {A}ndacademic {A}chievement among {C}hemistry {S}tudents in {S}econdary {S}chools", volume = "6", year = "2019", }

Abstract:

This work investigates the impact of prior exposure to laboratory appreciation on the acquisition of science process skills and academic performance among secondary school chemistry students. Some of the research questions formulated to guide the study include; what is the difference in the mean academic performance of senior secondary school chemistry students’ prior exposure to laboratory apparatus in comparism to those not exposed? What is the difference in the acquisition of process skills among senior secondary school chemistry students who had prior exposure to laboratory apparatus and those not exposed? To answer these questions, some hypotheses were developed. There is no significant difference in the mean academic performance of chemistry students’ prior exposure to laboratory apparatus and those not exposed. There is no significant difference in the acquisition of science process skills between chemistry apparatus and those not exposed. Various literatures were reviewed by the researchers. The study is a pre-test, post-test, quasi experimental and control group design. A total of sixty (60) students forms the sample of the study. Three instruments, namely; Chemistry Achievement Test (CAT), Science Process Skills, Achievement Test (SPSAT) and Chemistry Retention Test (CRT) were used for data collection. The CAT was developed by the researcher and validated by experts in chemistry education. The data was analyzed using t-test and the results from testing the hypotheses above were both found to be 0.000 at 0.05 level of significance. This revealed that the experimental group taught chemistry using prior exposure to laboratory apparatus strategy performed significantly better in their process skills acquisition and academically than the control group taught using the traditional lecture method. The study recommends among others that chemistry teachers should be encouraged to use prior exposure to laboratory apparatus strategy in teaching of chemistry

Full text: IJIRES_1472_FINAL.pdf Online version [Bibtex]