TABLE OF CONTENTS
Title page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
List of Appendices
List of Tables
List of Figure
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Nature of Science
Science Process Skills
Chemistry Practical Activities
Gender
School Location
School type
Theoretical Framework
Gagne’s Theory of Learning
Jerome Brunner’s Theory of Constructivism
Jean Piaget Cognitive Learning Theory
Empirical Studies
Studies on Science Process Skills
Studies on Chemistry Practical Activities
Studies on Influence of Gender on Science Process Skills
School Location and Students’ Acquisition of Science Process Skills
Studies on School type and Science Process Skills
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for data Collection
Validation of Instrument (PCSRS)
Reliability of the Instrument
Method of data Collection
Method of data Analysis
CHAPTER FOUR: RESULTS
Result of Research Question one
Result of Research Question two
Result of Research Question Three
Result of Research Question four
Result of Research Hypothesis one
Result of Research Hypothesis two
Result of Research Hypothesis Three
Summary of the Findings
CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion of the Findings of the Study
Conclusion
Educational Implications of the Study
Recommendations
Limitations of the study
Suggestions for further studies
Summary of the Study
REFERENCES
ABSTRACT
The study was aimed at ascertaining the science process skills acquired by senior secondary school chemistry students in Enugu Education Zone. The sample was made up of sixty (60) secondary three (SSIII) students from six (6) secondary schools in Enugu Education Zone of Enugu state. The design for the study was a descriptive survey. The science process skills investigated were observation, experimenting, controlling variables, measuring,, recording, communication and inference using quantitative and qualitative analysis chemistry practical activities. The instrument for data collection was the practical chemistry skills rating scale (PCSRS) adapted by the researcher and validated by science educators in the University of Nigeria, Nsukka. The instrument contained fifty four (54) items consisting of twenty seven (27) quantitative analysis items (QTA) and twenty seven (27) qualitative analysis items (QLA).
CHAPTER ONE
INTRODUCTION
Background of the Study
All the nations of the world accord priority attention to science and technology in their development efforts. The reason for according such priority attention to science and technology is that it is a road map to great economic improvement and equally serves the only means to national development (Ajewole, 2010). In the age of fast-developing technology, it has become necessary for all countries of the world, especially the developing ones, to organize and improve the teaching of science that helps in understanding of the fundamental base to develop technology. Technology is the successful application of scientific ideas, principles, laws and theories for the purposes of developing services as well as for improving technology itself (Agboola & Oloyede, 2007). Science benefits technology at the same time that technology enhances our understanding of science.
Okeke (2007), defined science as a systematic process of obtaining verifiable knowledge and experimentation. Nwosu (2001), defined science as both an organized body of knowledge and a process of finding out knowledge. Science is a discipline, a body of knowledge about the universe, the structure and reactions of matter, the conservation and transfer of energy, the interaction between living things and their environment (Ezeudu, 2011). Therefore, all the definitions above center on science as systematic study of the environment or nature through observation and experimentation leading to accumulation of an organized body of knowledge useful for problem solving in the environment. According to Mbah and Leghara (2008), science is a two way activity that involves “product” (the knowledge and outcomes of Science) and “process” (the skills and scientific procedures of investigation). Science can be categorized into two dimensions – the process and the product dimensions. The process of science involves the methods of approach employed and activities engaged in by scientists in order to arrive at a product. These include observation, classification, measurement, inferring, communication, predicting, controlling variables, formulating models, formulation of hypothesis, manipulating, interpretation of data, counting/number relations, experimenting, recording of data and making operational definitions (Akinbobola & Afolabi, 2010). These processes are commonly called science process skills. The product involves principles, laws, information and all the knowledge....
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