EFFECT OF SCIENCE PROCESS TEACHING APPROACH ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMISTRY IN KANO STATEABSTRACT
This study was carried out to determine the effects of science process teaching approach on secondary school students’ academic achievement. The study sample consisted of two intact classes from different secondary schools, one experimental with 88 students and the other one as control had 164 students. A random sampling technique using balloting method was used in selecting the two schools out of 35 public secondary schools in Nassarawa Local Government Area of Kano State, with a total population of 57,402 pupils in the metropolis. A pretest-posttest quasi-experimental design was used. The instrument used was Chemistry Achievement Test (CAT) which was validated and with reliability coefficient of r = 0.75. The hypotheses stated were tested using t-test statistics at P=0.05 level of significance. Major findings of the study revealed that there is significant difference in the academic achievement among secondary school students exposed to science process teaching approach and those exposed to conventional teaching method in favour of experimental group. There is also significant difference in the academic achievement of male students exposed to science process teaching approach and female students exposed to the same treatment in favour of the male pupils. In light of the findings from this study, the following recommendations were offered. Government concerned with the responsibilities of managing the affairs of secondary schools should design special training programs for chemistry teachers so as to keep them abreast with the current development in methodology of teaching and new innovations that are being invented by educational researchers among others.
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