ASSESSMENT OF SENIOR SECONDARY SCHOOL STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN VOLUMETRIC ANALYSIS IN ONDO STATE

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TABLE OF CONTENTS

Title page                                                                                                    i

Approval page                                                                                           ii

Certification                                                                                                         iii

Dedication                                                                                                  iv      

Acknowledgements                                                                                     v

Table of contents                                                                                        vi

List of tables                                                                                               ix

Abstract                                                                                                      x

CHAPTER ONE: INTRODUCTION

Background of the Study                                                                            1

Statement of the Problem                                                                                     8

Purpose of the Study                                                                                  9

Significance of the Study                                                                                      10

Scope of the Study                                                                                               12

Research Questions                                                                                    12

Hypotheses                                                                                                 13

CHAPTER TWO: LITERATURE REVIEW 

Conceptual Framework                                                                                      14

Diagrammatic representation of the variables                                            15

Concept of Assessment                                                                              16

Science and Science Education                                                                             17

Chemistry                                                                                                   20

Chemistry concept (volumetric analysis)                                                    22

 Science Process Skills                                                                                27

 Gender                                                                                                       37

Location                                                                                                     39

Theoretical Framework                                                                             41

Concepts Theory by Jean Piaget (1960)                                                     41

 Hierarchical Theory of Learning by Robert Gagne (1965)                         42

Review of Empirical Studies                                                                               43

  Studies on Science Process Skills                                                                       43

  Studies on Chemistry concept (volumetric analysis)                                48

  Studies on gender and location                                                                 50

Summary of Literature Review                                                                51     

CHAPTER THREE: RESEARCH METHOD      

Design of the Study                                                                                    54

Area of the Study                                                                                       54

Population of the Study                                                                             55

Sample and Sampling Techniques                                                              55

Instrument for Data Collection                                                                            56

Validation of the Instrument                                                                      57

Reliability of the Instrument                                                                       57

Method of Data Collection                                                                         58

Method of Data Analysis                                                                                     59

CHAPTER FOUR: PRESENTATION OF RESULTS                                     60

Summary of the Major Findings                                                                66

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATION, RECOMMENDATIONS, AND SUMMARY

Discussion of Results                                                                                 67

Conclusions                                                                                                         72

Implications of the Findings                                                                       73

Recommendations                                                                                                74

Limitations of the Study                                                                                       75

Suggestions for further Study                                                                     75

Summary of the Study                                                                               76

REFERENCES                                                                                           78

APPENDICES                                                                                            89

Appendix A:    Corrected Instrument                                                                   89

Appendix B:    Reliability test                                                                    92

Appendix C:   Analysis of Data                                                                           96     

Appendix D:   Population and sample distribution table                               106         

Appendix E:   June WASSCE 2014 chemistry practical question              109

LIST OF TABLES

Table 1: Mean and standard deviation of students on the level of science process skills acquisition in volumetric analysis                                                60

Table2: Mean scores between male and female students’ acquisition of science process skills in volumetric analysis                                           62

Table 3: Mean scores between urban and rural students’ acquisition of science process skills in volumetric analysis                                                    63

Table 4: Independent t-test analysis of male and female students’ acquisition of science process skills in volumetric analysis                     64      

Table 5: Independent t-test analysis of urban and rural students’ acquisition of  science process skills in volumetric analysis                                                 65

ABSTRACT

This study ascertained the level of Senior Secondary School Students’ Acquisition of Science Process Skills in Volumetric analysis in Ondo state. Three research questions and two null hypotheses guided the study.  The study adopted a descriptive survey design. A sample of 240 made up of 130 male students and 110 female students were used for the study. The instrument used for data collection was a 20-item rating scale. The research questions were answered using mean and standard deviation while the null hypotheses were tested using t-test statistic. The findings of the study revealed that the level of senior secondary school students’ acquisition of science process skills in volumetric analysis is low. Also, it was revealed that senior secondary school male students demonstrated high level of science process skills acquisition in volumetric analysis than female students. Likewise, the senior secondary school students from urban location demonstrated high level of science process skills acquisition in volumetric analysis than students from rural location. The study further revealed there is significant difference between urban and rural senior secondary school students’ mean level of acquisition of science process skills in volumetric analysis, among others. Based on the findings, the researcher recommended that chemistry teachers should present the science process skills in clearer terms, starting from simple to complex in order for the students to acquire them.  Chemistry  teachers  should  direct  more  attention  to  female  students  to  make  them  improve  on  the science process skills acquisition to enhance their performance in chemistry. Laboratories especially those in the rural areas should be equipped and teachers should adopt methods that will help students acquire the appropriate skills and that chemistry concepts such as volumetric analysis should be practical oriented so that students will do science instead of learning about science, among others.

CHAPTER ONE

INTRODUCTION

Background of the Study

              Science consists of an organized body of knowledge, an attitudinal disposition, as well as a process and activity. According to Yanpar (2007) science deals with   practical application of ideas through manipulation of materials in such a manner leading to discoveries. The contributions of science to overall development of all nations cannot be over emphasized. This is the reason science holds an important position in the curriculum of Nigerian educational system (Federal Republic of Nigeria, (FRN), 2004). Therefore, the teaching and learning of science would require the acquisition of the science process skills.

         Science process skills (SPS) are transferable skills that are applicable to many sciences and reflect the behaviours of scientists. According to Ozgelen (2012), science process skills are thinking skills that scientists use to construct knowledge in order to solve problems and formulate results. Sevilay (2011), posits that the mastery of science process skills enable students to conceptualize at a much deeper level, the content they do know and equips them for acquiring content knowledge in the future. The skills facilitate learning in physical sciences and ensure active participation of students in practical situations.

          The science process skills form the foundation for scientific methods. According to Ibe (2004), the American Association for the Advancement of Science (AAAS) came up with fifteen (15) science process skills. These include: observing, communicating, classifying, measuring, inferring, controlling variables, formulating models, questioning, designing experiment, hypothesizing, interpreting data, defining operationally, using number, using space/time relationship and predicting. However, this study will be concerned with five science process skills out of the fifteen proposed by AAAS. The reason for this choice is in line with Ajunwa (2000) who argued that science process skills, such as measuring, observing, experimenting, communicating and classifying are crucial for the development of a meaningful understanding of scientific concepts, propositions and for a meaningful use of scientific procedures for problem solving. Therefore, these skills seem to be very important individually as well as when they are integrated together.

       Furthermore, it has been maintained that the basis of learning how to recognize, define and to some extent, solve individual and social problems is learning how to gain the science process skills (Aktamış and Ergin, 2007). This means that science process skills are inseparable in practice from the conceptual understanding that is involved in learning and applying science.  In practical terms, according to Ogunniyi (2000) students’ low acquisition of science process skills could result in their failures. This affirms why Omajuwa  (2011) reported that out  of  the  15  science  process skills  recommended  for science  curricula,  about  70%  of  the  students  still experience difficulties in acquiring  them.  Therefore, students seem to experience some difficulties in science process skill acquisition.

              In this context, acquisition of these science process skills could help the   learner to develop self confidence and self reliance about the understanding of the world around him /her. Also, the acquired science process skills would help the learner in the meaningful exploration of the environment and place the learner at a position of solving world problems. Koray(2006) opined that more scientific process skills featured in chemistry curriculum help students grasp concepts, adopt attitudes, and improve skills related to chemistry class. For this reason, the acquisition of science process skills are the basis for scientific inquiry and the development of intellectual skills that are needed to learn chemistry concepts.

             Chemistry is the scientific study of the interaction of chemical substances that constituted atoms or the subatomic particles: protons, electrons and neutrons (Adesoji and Ogini, 2012). Chemistry as a subject offered at senior secondary schools in Nigeria, takes a central position in science, technology and industry (Ajah, 2004). Corroborating this, Eke (2008), asserts that any nation aspiring to be scientifically and technologically developed must have adequate level of chemistry education. The key role of chemistry in equipping the individual and developing the entire society is made clear in the chemistry curriculum at the senior secondary school level which include: to show chemistry and its link with industry, everyday life benefits, hazards and to provide a course which is complete for individuals not proceeding to higher institution(FRN,2004). Chemistry has been a pre-requisite subject for most science oriented courses in tertiary institution and this makes it necessary that its teaching should be very effective for easy mastery of its various concepts such as volumetric analysis.

        However, a close look at the objectives of chemistry education in Nigerian senior secondary schools reveal the emphasis on acquisition of science process skills in chemistry (Ajah, 2004).  In spite of this, it has been revealed that poor acquisition of science process skills in secondary schools seem to make it difficult for students to learn. In view of this, Irez (2009) opines that identification and definition of the science process skills are not simple task, let alone their application to chemistry concept like volumetric analysis. Tajudeen (2005) reported that senior secondary school students perceived volumetric analysis as a difficult concept to experiment. Therefore, poor performance in volumetric analysis could be attributed to lack of acquisition of the appropriate skills by the students.

        In practical terms, Ajewole (2005) observed that students’ performance in volumetric analysis often fall below international standard; implying that their knowledge and understanding of science do not meet the standard for competence in the global market.  There has also been a persistent report about the poor performance of students in science particularly in chemistry over the years (Oyedokun, 2002). According to Adeyemi (2013) in 2011, of the total number of 43 students who sat for chemistry practical (volumetric analysis), 504 or 90.05% failed. Although 9.95% passed, only 24 candidates or 0.05% passed at credit level and above. In 2012 of the 97,595 students that sat for the paper, only 8,109 or 7.57% passed at credit level and above, while 70.48% failed.  Moreover, in 2013, out of the 44,950 students that sat for the paper, 2,577 0r 5.32% had credit and above, 3,432 or 7. 09% had passed, while 37, 973 or 70. 39% failed respectively (WAEC Chief Examiners Reports, 2013). This is manifested in the low percentage of students who make the required credits at the school certificate examination. By implication, students’ poor performance in volumetric analysis could be as a result of inadequate laboratory materials required in chemistry practical.

         Consequently, Ogunleye and Babajide (2011) reported that lack of adequate laboratory materials could be seen as factor that contributes to students’ poor performance in volumetric analysis. Laboratory materials, according to Demide, (2007) refer to apparatus or equipments which are used in the laboratory for a particular activity or purpose. Oloyede (2012) listed laboratory materials to include apparatus, reagents in the laboratory, laboratory equipments and chemical samples, among others. Therefore, because of the abstract nature of chemistry, and unavailability of the needed materials in the school location, students may find it difficult to grasp the said chemistry concept of volumetric analysis.

        Location is a particular place in relation to other areas (Yusuf, 2010).  According to Burgeson, Fulton and Spain (2006), location is where a people or person resides in the world. It means a position or site occupied or available for occupancy or marked for some distinguishing feature. Location in this study means places or areas where schools are situated; this could be urban or rural. Urban schools are those schools located in city or township areas. Rural schools are those located in hinterlands. Owoeye and Yara (2011) reported that schools in urban locations had better academic performance than their rural counterpart in volumetric analysis. This depicts why  Wehmeier (2005) opines that schools in rural areas lack quality and experienced teachers who can withstand the difficulties encountered in such areas irrespective of students’ gender.

        Gender, according to Oludipe (2003), is an ascribed attributes that differentiates feminine from masculine socially. The difference in academic interest and performance due to gender is a crucial matter to educationists (Duyilemi, 2005). Kissau (2006) and Bosede (2010) assert that gender of the students could be among the factors influencing students’ academic achievement in some subject areas. In order to buttress this, Okeke (2008) gave a broad analytical concept which draws out women’s role and responsibilities in relation to those of men. That means that women and girls grapple with a lot of discriminations and difficulties (Ezeano, 2002). This may be the reason why Bosede (2010) stated that gender influences students’ academic achievement in volumetric analysis. Therefore, gender seems to contribute to differences in students’ performance in science subjects such as chemistry.

           In addition to this, the issue of gender differentiation seems to be a strong issue in Nigerian culture. There is a general belief among Nigerians, that boys are superior to girls in terms of physical physique, cognition and logical reasoning (Duyilemi, 2005). Okeke (2007) asserted that gender stereotyping permeate every aspect of human endeavor and come to mould and colour our thoughts and expectations of the capabilities of individuals. The author insists that the consequences of gender stereotyping cut across social, economical, political and education development, especially in the area of science and technology. At the secondary and higher institutions of learning, the system tends to prepare girls for what Oludipe (2003) called soft profession and domestic work. This affirmed why Umoh (2003) stated that more difficult works are usually reserved for males while the females are considered feminine in a natural setting. Thus, in schools, males are more likely involve in difficult subject areas like volumetric analysis (Okeke, 2008). Owning to these views, gender seems to be a factor in chemistry teaching and students assessment.

          Assessment involves act of observing behaviours, performance or project. Assessment is the process of collecting useful information about an activity, programme, project and performance so as to make valid judgment. Jatto (2001) viewed assessment as a process of obtaining information about programme, student, project and person that could be useful for making decision. Operationally, assessment is the process of obtaining information about chemistry students’ performance in secondary schools. As such, the assessment of students’ acquisition of science process skills in volumetric analysis remains in doubt. It is against this background that this study seeks to assess the senior secondary school students’ acquisition of science process skills in volumetric analysis in Ondo Education Zone of Ondo State.

Statement of the Problem

ASSESSMENT OF SENIOR SECONDARY SCHOOL STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN VOLUMETRIC ANALYSIS IN ONDO STATE