Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Okafor Ngozi
Formato:	article
Lenguaje:	EN
Publicado:	ICASE 2021
Materias:	context-based learning chemistry education integrated skills conventional strategy gender Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/564bbd7746264f068e1bde8abb809450
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:564bbd7746264f068e1bde8abb809450
record_format	dspace
spelling	oai:doaj.org-article:564bbd7746264f068e1bde8abb8094502021-12-02T19:41:29ZEnhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning 10.33828/sei.v32.i4.72077-2327https://doaj.org/article/564bbd7746264f068e1bde8abb8094502021-12-01T00:00:00Zhttp://www.icaseonline.net/journal/index.php/sei/article/view/329https://doaj.org/toc/2077-2327 The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools. Okafor Ngozi ICASEarticlecontext-based learningchemistry educationintegrated skillsconventional strategygenderTheory and practice of educationLB5-3640ScienceQENScience Education International, Vol 32, Iss 4, Pp 323-330 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	context-based learning chemistry education integrated skills conventional strategy gender Theory and practice of education LB5-3640 Science Q
spellingShingle	context-based learning chemistry education integrated skills conventional strategy gender Theory and practice of education LB5-3640 Science Q Okafor Ngozi Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
description	The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.
format	article
author	Okafor Ngozi
author_facet	Okafor Ngozi
author_sort	Okafor Ngozi
title	Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
title_short	Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
title_full	Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
title_fullStr	Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
title_full_unstemmed	Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning
title_sort	enhancing science process skills acquisition in chemistry among secondary school students through context-based learning
publisher	ICASE
publishDate	2021
url	https://doaj.org/article/564bbd7746264f068e1bde8abb809450
work_keys_str_mv	AT okaforngozi enhancingscienceprocessskillsacquisitioninchemistryamongsecondaryschoolstudentsthroughcontextbasedlearning
_version_	1718376142924152832

Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

Ejemplares similares