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

Abstract

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.

Promoting Senior High School Students’ Acquisition of Science Process Skills in Biology Using Experiential Learning Approach in Anambra State, Nigeria

“…The above findings concur with the findings of Ibe and Nwosu (2017), Achor et al, (2018), and Okoye and Osuafor (2021) who statistically reported in their respective studies in biology that innovative approaches similar to ELA promotes acquisition of SPS by students in biology. On a similar note, the above findings also support the findings of Okafor (2020) and Pius and Okoli (2021) who reported in their respective studies in chemistry that innovative approaches, such as context-based learning and problem-solving approach respectively, enhanced high school students' acquisition of SPS. In the same vein, studies carried out by Samba et al, (2020) and Mbonu-Adigwe et al, (2021) in basic science using E-learning and multimedia integrated instruction respectively also reported, in their findings, that both approaches enhanced students' acquisition of SPS concur with the discoveries of this study.…”

“…Still, there is no consensus as to whether it affects students' acquisition of SPS or not. While some researchers (Ibe & Nwosu, 2017;Achor et al, 2018;Jack, 2018;Okoye & Osuafor, 2021;Pius & Okoli, 2021) in their respective studies in different science subjects reported that male students have higher science process skills than the female students, others (Okafor, 2020;Mbonu-Adigwe et al, 2021) in their study in chemistry and basic science respectively reported that female students have higher science process skills than their male counterparts. However, when statistically tested, the same group of researchers (Ibe & Nwosu, 2017;Achor et al, 2018;Jack, 2018;Okafor, 2020;Okoye & Osuafor, 2021;Pius & Okoli, 2021;Mbonu-Adigwe et al, 2021) have statistically reported in their respective studies that gender influence on students SPS acquisition in science subjects is insignificant.…”

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

“…Underlying scientific and psychological features of the developed laboratory manual aided in the gain of SPS since the intervention is of relevance to the learners' means of living. Literature has a handful of accounts testifying to the effectiveness of context-based instruction and its allies, like culture-based approach and indigenization, in the development of conceptual understanding [31][32] [33] as well as SPS attainment [34][35] [36]. Science learning should not simply revolve around knowledge construction but must also target the recalibration of actions and behaviors, indirectly connoting the importance of SPS development [37].…”

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

“…There have been conflicting findings on gender differences in achievement in science subjects. Many studies have also shown that male students achieve higher than their female counterparts in science, while some show no significant gender influence on students' achievement in science (Dogru-Atay & Tekkaya, 2008;Okafor & Okewale, 2016;Shaheen & Kayani, 2015). For example, Nzewi (2010) reported that more female than male students had difficulties and held misconceptions in senior secondary school science.…”