Students’ knowledge and process skills in learning grade-8 chemistry

Abstract

Determining the knowledge and skills of students are identified as aspects in enhancing the students’ academic performance in sciences. Using the research instrument composed of test items and process skills checklist, data were gathered from 332 grade 8 students from the seven (7) public high schools in the Division of Santiago City, Philippines to assess their knowledge and science process skills in learning grade 8-Chemistry. Standard score (z-score) and descriptive statistics were used to analyzed the data. It was revealed that the student-respondents’ knowledge belongs to “developing proficiency level” while their process skills were rated as poor in their grade 8-Chemistry subject. In using the z-scores, most of the respondents are partially proficient in their scientific knowledge and skills. Based from the result, specific topics in grade 8 chemistry that needs an intervention material were identified. These intervention materials will be subjected to validation and further assessment. In improving the level of process skills and knowledge, students are encouraged to participate in different chemistry activities and for the teachers to elevate their science instruction and students’ academic performances.

Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students’ Learning of Science Process Skills

“…Instructional activities that engage teachers in explaining or lecturing students while students are passive listeners do not help students to acquire science process skills. One way to develop the science process skills among students is to use appropriate instructional activities that engage students in inquiry activities (Bete, 2020;Coil et al, 2010;Irwanto et al, 2018;Seok, 2010). Activating students' background knowledge, offering analogies, asking questions, and encouraging students to use alternative forms of representation are some of the teaching strategies.…”

“…The possibility of involving students in the acquisition of knowledge and scientific skills, particularly science process skills (SPSs), has grown in importance in chemistry curricula globally (Aydm, 2013;Bete, 2020). This is owing to the science process skills' alignment with students' learning and application in everyday life.…”

Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

“…This affects not only students' learning but also their ability to overcome problems in daily life. This is because scientific process skills are used not only in the construction of knowledge during the learning process but are also tools that an individual uses in problem solving (Bete, 2020).…”

“…Learners need to understand the world around them and solve problems. Development of such competences makes it a necessary requirement for learners to learn through practical or hands-on activities (Bete, 2020). They ought to engage in inquiry activities such as problem identification, formulation of hypothesis, conducting experiments, collecting data, and making conclusions from evidence.…”

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

“…According to the American Association for the Advancement of Science's (AAAS) Science Literacy: Project 2061, all pupils must be able to grasp science, technology, and mathematics by the end of grades two, five, and 12 (AAAS, 1994). These benchmarks are necessary for educators to describe the levels of comprehension and abilities of different students in order to make sure that they become science literate (Bete, 2020). Teaching and learning is not limited to knowing what but also about learning how.…”