EFFECT OF PROCESS-BASED INSTRUCTION ON PROCUREMENT OF SCIENCE SKILLS, PERFORMANCE AND RETENTION AMONG BASIC SCIENCE LEARNERS IN ZARIA EDUCATIONAL ZONE, NIGERIA   

ABSTRACT

 

The persistent poor performance of students in the Junior Secondary School Certificate Examination by Basic Science students is causing concern and poses a problem in subsequent learning of science related courses. This study investigated the impact of ProcessBased Instruction on science skills acquisition, performance and retention among Basic Science students in Zaria Educational Zone, Kaduna, Nigeria. The research was quasi- experimental control group design that employed pre-test, post-test and post-posttest. The study population comprised 4,157 (2,615 males and 1,542 females) students from twenty five co-education schools. Two schools comprising 75 students (44 males and 31 females) were randomly selected for the study, one was randomly assigned as experimental group while the other served as control group. The experimental group was taught using PBI while the control group was taught by LM. Both groups underwent pre-test treatment and post-test. Two instruments were used for gathering data, Basic Science Performance Test (BSPT) with reliability co-efficient of r=0.76 and Science Process skills Acquisition Test (SPSAT) with reliability co-efficient of r=0.71. The data obtained were analyzed using t-test statistic at p≤0.05 level of significance. Findings revealed that students taught by PBIS performed better and retained Basic Science concept learnt than those taught by LM. There was also difference in the academic performance and process skills acquired by male and female students exposed to PBIS in favour of male. There was difference in observation, classification, measurement and experimentation skills in favour of female students while interpretation of Data was in favour of males. All the subjects however, performed the same in inferring skills. Among recommendation given was that PBIS be incorporated in science teacher training curriculum by the Ministry of Education in order to produce teachers who would handle PBIS technique effectively. Also PBIS should be introduced in the first year of the secondary schools as means to reduce the gender related differences in science process skills acquisition between male and female students in schools.

 

 

 

 

 

 

 CHAPTER ONE 

                                                           THE PROBLEM  1.1             Introduction

Science education is an indispensable tool for national development because of the important position it occupies in the development and growth of all nations.  The economic and political strength of a nation is globally assessed in terms of her achievement in science and technological advancement. All nations including Nigeria are struggling to improve on their science by laying more emphasis on the proper implementations of science and technology. The emphasis placed on science alongside with the important role it plays towards national development, makes it pertinent, practically necessary for science to be taught in an organized and well-structured pattern involving activities for students. On the contrary, before the mid-1950s science teaching was geared towards memorization and regurgitation of scientific knowledge. Ajayi, (2009) observed that, most elementary science teachers spend most of their time in the class teaching for memory and comprehension as opposed to teaching for development of positive thinking skills and acquisition of science process skills. This attitude of teacher centered teaching method continued until when the then Soviet Union launched its first satellite (the Sputnik) into space in 1957.This necessitated a call for a reform in both the curriculum content and method of teaching across the globe.

 

Several curriculum materials were developed and implemented to reflect this need. These include among others the Physical Science Study Committee (PSSC) and the  Science-A Process Approach (SAPA).In these programmes, emphasis was shifted from the acquisition of academic knowledge in science through memorization of facts to acquisition of science skills, through inquiry and problem solving. SAPA was created to teach students scientific investigation methods and to provide teachers guidance on which practices students should learn during the elementary years. Jadrich & Bruxvoort, (2011) also stated that, the idea students should learn and engage in some of the processes of science has been an element of science instruction for so many years. Eze, (2010) is of the same view that most science educators recommend that students practice how to acquire science process skills while solving problems rather than simply learning the processes.

 

In Nigeria, curriculum changes were stimulated by individuals, professional bodies and institutions. Both individual, professional bodies and institutions advocated for changes in Nigeria educational system that would reflect peculiar circumstances and what the nation required of an individual to make him useful to his community. Such institutions and professional bodies according to Ajayi, (2009) include the Science Teachers Associations of Nigeria(STAN) who develop the Integrated Science Project and the Comparative

Educational Study and Adoption Center (CESAC) now Nigeria Research and Development

Council (NERDC) who developed the Nigerian Secondary School Project (NSSP). Emphasis in these curriculum materials was placed on promotion of acquisition of science skills and problem solving. This could be achieved through hand-on activities which would assist students learn skills scientists use in solving scientific problems and acquiring the processes involved. This is in line with Al-R abaani, (2014) who opined that teachers cannot teach science effectively without employing the process of science, neither can students learn science effectively without process of science.

 

 

One of the aims of the National Policy on Education (FME, 2013) concerning science education as stated in Basic Science curriculum is to equip students to live effectively in modern age of science and technology. In line with this objective, science subjects are among the core subjects that are being taught in secondary schools, Nigerian Colleges of

Education, Polytechnics and University as well. At the junior secondary level, Basic Science is introduced for the purpose of laying solid foundation for subsequent science studies at the higher level. Basic Science lays emphasis on both contents and teaching methods. Kasim, (2007) described Basic Science as a course devised and presented to students in such a way that students gain the concepts of the fundamental unity of science, the commonality of approach to problem of scientific nature and students are helped to gain an understanding of the role, function of science in everyday life and the world in which they live. Basic Science being the foundation of science at Junior Secondary School (JSS) for advancement in science and technology was introduced for the purpose of giving solid foundation for subsequent science studies at the higher level. However, presently there has been a growing public anxiety over the poor instructional strategies used for instruction, low level learning and high massive failure rates in science subjects in  the West African

Examination Council results obtained from 2011-2013 among the science students (Adrian & Robert, 2016). Other evidence of poor performance in science include a studies by Usman, (2007) and Nzewi, (2011) which show that, leaning of science tends to be by rote and students find it very difficult to understand. Also the report of the second international science competition in which Nigerian students came last in primary science and second to last junior and senior secondary science among the participating countries of the world

(Akiri & Nkechi, 2013). A number of bodies some of which are STAN, Nigeria Education Research Development Council (NERDC) and Ministry of Education have advanced towards addressing the issue of concern (quality of science being taught). The bodies have been involved in conducting of researches on instructional strategies in teaching science, training and organization of workshops for science teachers. In spite of the efforts made by these bodies, the teaching of science has continually been criticized.

 

A number of factors also have been identified by Osuji(2009) such as shortage of qualified teachers, the perception of science by learners as very difficult subject, inability of teachers to teach some Basic Science concepts, lack of opportunities for learners to have direct experience with learning materials and large class- size. Others include inability of teachers to use appropriate instructional strategies that involved the use of hands-on- activities, instead resort to lecture methods that lead to poor academic performance and low acquisition science skills. Osuji, (2009) observed  also that, students are still not involved in the doing of science but are predominantly made to learn Basic Science by copying and memorizing learning materials provided by the teachers. This is responsible for poor performance and process skills acquisition in Basic Science because the students lack the ability to develop science skills and understand scientific concepts both practically and theoretically while learning Basic Science.  Proficiency is acquired by practice; inability of students to practice the use of process skills has led to poor science skills acquisition, a very weak foundation for future science and technological careers. Also, students‟ poor performance in Basic Science and acquisition of science skills is attributed to inadequate use of Process-Based Instructional materials and strategies in teaching Basic Science concepts. This has made Basic Science teachers to turn experiments into demonstration for students to observe and copy notes rather than practically handling the materials in order to acquire the desired process skills.

 

Another factor that can affect poor performance of students in Basic Science concepts could be as a result of some perceived difficulty of some concepts. Some studies conducted by Duwan,(2011),  Nzewi, (2011), Ugwu, Ofuebe and Efiubon (2011) differently, reveals that students have difficulties in coping with certain concepts like habitat and adaptation of organisms, kinetic theory  of matter and thermal energy. The difficulty according to them is as a result of the frequent use of lecture method in teaching Basic Science at the Junior Secondary School levels. Most junior secondary school teachers spend most of their time in class teaching for memory and comprehension as opposed to teaching for the development of process skills. Osuji, (2009) notes that experiences for science students in schools where the students are  adequately guided  promote acquisition of skills, such as measuring, observing, classifying, predicting to mention but a few. These skills are critical for the development of a worthwhile and fruitful understanding by students of Basic Science concepts. Observing, measuring, identifying, inferring and classifying experiences are also critical for achieving expertise in the meaningful use of scientific procedures for problem- solving and for applying scientific understanding to one’s own life. Yuguda (2008) was of the opinion that, successful use of science process skills in class lessons will make learning richer and more meaningful to students learning Basic Science. Ajilege, (2006) maintains that, expertise in science process skills is a basic and integral part of having effective science teaching and learning skills. Such expertise obviously is not innate. Employing Process-Based Instruction Strategy involves activities to engage the students and such activities create meaningful learning experience. Abdullahi (2007) states that, activities have been found to enhance the quality and the extent of scientific understanding and process skills that are achieved by students. Based on the merits of using Process-Basic Instruction in enhancing academic performance of students and process skills acquisition, this study sought to use Process –Based Instruction to find out if it will improve the academic performance, process skills acquisition and retention of Basic Science concepts.

 

Basic science curriculum (FME, 2013) advocates the acquisition of science process-skills through the use of instructional strategies that allow students acquire and practice science process skills. Process-Based instruction is an activity oriented method that capitalizes on getting students to practice science process-skills.  Students engage in activities intended to make them practice science skills as they are being taught using this instructional strategy. The recognition of Process-Based Instructional methods over the other methods like demonstration and discussion has resulted in its recommendation as it enhances acquisition of  skills, used to produce scientific information, to perform scientific research and to solve problems. Many innovative science courses developed for Nigerian schools over the years according to Osuji, (2009) include the Nigeria Integrated Science Project (NISP), (now Basic Science) put emphasis on teaching and learning by inquiry and added that the Process-Based Instruction is meant to foster inquiry, skills acquisitions in students and discourages rote learning.  The Process-Based Instruction is a strategy used in learning science which gained prominence during the late 1950‟s and early 1960‟s. Scientists use process skills in solving problems and if students are to learn science effectively, they must be allowed to acquire those skills used by scientists in scientific investigation, hence science is a participatory subject and not spectator art.  Also, scientists continue to urge that science teaching and learning cannot be done by reading and listening alone, rather students should be involved in meaningful activities during which, they have ample opportunity to use the functional intellectual skills called the science processes to solve problem and be creative. Jadrich and Bruxvoort, (2011) identified the following skill; observation, inferring, measuring, communicating, classification and prediction to mention but a few. The researches posited that when students use science processes to solve problem like scientists they experience science and become creative rather than just learn about science.  They engage in the development of principles and generalization rather than merely learning by rote. Research has also pointed out that when students learn science using the process of science with practical approaches, they acquire science process skills to improve their ability to apply the skills to solve problem and become more creative.

 

In spite of the recognition of the Process-Based Instructional Strategy to science teaching,  according to Usman, (2007) and Osuji, (2009), results of some studies still indicated  continuous poor performance and acquisition of adequate science skills by science students in solving problem. Most of the topics taught in Basic Science emphasize activity-centered learning. Therefore students should be involved in considerable hands-on activities during Basic Science lessons in order to develop the appropriate process skills. Teaching and learning of Basic Science concept requires according to Gagne, (1965) and Finley, (1983) that; students have certain underlying capabilities such as science process skills which are needed to practice and understand science. The science skills (process skills) are structurally organized with the ability to use each upper level process (integrated science process skills) such as, controlling variables, hypothesizing, experimentation and interpretation dependent on the ability to use the simpler underlying process (Basic process skills) such as observation ,measurement ,inferring and classifying. The science process skills have been identified as having the enduring quality of enabling the individual acquire process information and solve problems even when the information base changes particularly when Process-Based Instruction is used. According to Karamustafaoglu, (2011) and Mari,(2012)  that, learning by listening can never be as effective as learning by doing. They explained that, the new  science programme at all levels of education no longer see the students as the subject to be filled with facts. Efforts are being made to help the learners develop an understanding and appreciation of the world through practical experiences by acquiring science process skills.

 

Abdulrauf, Abdulrasul, Mansor and Lyndo, (2013) reported that Process-Based Instruction improves science skills acquisition and knowledge of content among junior and senior secondary students (SSS). The use of Process-Based Instruction helps the students to develop responsibility in their own learning, increased permanency of learning as well as teach them to investigate scientifically. In this study therefore, an attempt was made to use Process-Based Instruction in Basic Science to see its impact on acquisition of science process skills, performance and retention of Basic Science concepts.

Basic Science curriculum places a paramount emphasis on the teaching and acquisition of science process skills. Science process skills are broadly transferable abilities or skills appropriate to many science disciplines and are reflective of the behaviour of a scientist. American Association for the Advancement of Science, (1967) classified them as basic and integrated due to their usage according to the students‟ progression phases. The Basic Science Process Skills (BSPS) include observation, measurement, inferring, classifying, prediction and communication. Integrated Science Process Skills (ISPS) include controlling variables, hypothesizing, experimentation and date interpretation.  Sevilay (2011) stated that, Basic Science Process Skills (BSPS) such as observation using numbers and classification are the foundation for the acquisition of Integrated Science Process Skills (ISPS). Both basic and integrated scientific skills are important in scientific investigation such as conducting and carrying out experiments.

 

Besides promoting the acquisition of the process skills, Karamustafaoglu, (2011) is of the opinion that activity oriented environment works in science facilitate the necessary learning environments such as active participation, integration to life and meaningful learning.

There is quite a number of science process skills provided for in the secondary school Basic Science syllabus. However, this paper focused on six selected process skills commonly practiced in the Basic Science lessons namely, observation, inferring, measurement, classification, experimentation and interpretation of Data. According to Aktamis and Ergin, (2008) these skills are the foundational skills used at the Junior Secondary Schools for scientific enquiries. The first four are Basic Skills while the last two are Integrated Skills. In teaching and acquiring process skill of observation for instance involves the use of ones senses to perceive objects and events; their properties and behaviour. It requires that the students pay close attention to some aspects of what is being observed.

 

Using Process-Based Instructional Strategy for science skill acquisition, the learner according to AI-Rabaani, (2014) need to engage in scientific investigation so as to acquire scientific knowledge and skills. Science process skills are activities oriented and when Process-Based Instruction is used in teaching and learning Basic Science to acquire the processes, the students are able to become competent and experience in its application to solving problems or observing desire end results as scientists. Science process skills enable students experience hands-on engagement with science materials when solving problems using meaningful activities. The emphasis on process-based activities in science lessons cannot be doubted, as this is clearly evident in the objectives and instructional programmes in science subjects at the secondary schools. The proponents of Process-Based Strategy uphold the teaching of process-skills and advocate for the skills to be developed through experimenting (Adrian & Robert, 2016). The interaction with process-skills is evident throughout the students‟ daily lives and also in science lessons when they engage in activities. The activities carried out by the students under this framework will enable them to practice and utilize process-skills. It is obvious that what so ever the student sees and handles while teaching and learning Basic Science aids retention (Bentley, Ebert & Ebert, 2007; Abungu, Okere & Wachange, 2014). In this study therefore, an attempt is made to see if Basic Science students could acquire science process skills when taught using Process –Based Instruction and be able to retain its applications.

 

Retention is the ability to remember things or it is a form of reaction to what has been presented in the past. According to Bichi, (2002) Students retention is very important in teaching and learning interactions. Permanent and meaningful learning is the ultimate target of our educational endeavor. Understanding and retention are products of meaningful learning when teaching is effective and meaningful to the students. Retention is the ability to remember things experienced or learned by an individual at the later time. It takes place when learning is coded in memory. Thus, appropriate coding of incoming information provides the index that may be consulted so that retention takes place without elaborate search in the memory lane.  Lakpini, (2006) defined retention as the ability of a learner to recall, remember or recollect a body of knowledge after instruction. However, Veselinovska, (2011) defined retention as the ability of the learner to remember and recall not only a body of knowledge but be able to recall and apply any acquired skills after engaging practically on learnt materials. Bichi, (2002); Opara, (2011) and Omar, (2012) also reported that anything which aids meaningful  learning improves retention while things that lead to interference among learned materials decrease the speed, efficiency of learning and accelerates forgetfulness. Materials are related to the quality of retention in terms of their meaningfulness, familiarity, concreteness and image evolving characteristics. Studies on retention and instructional strategy have attracted the attention of many researchers in the recent years. For instance, Ezenwe, (2005) compared the effectiveness of concept mapping and guided discovery teaching strategies on students‟ retention of some chemistry concepts. Analysis of the results showed a significant different between the concept mapping and guided discovery posttest scores in favour of concept mapping. It follows the concept mapping method enables students to have better understanding of the concepts taught and retain more knowledge of the chemistry concepts than guided discovery method. Mari, (2001) pointed how science processes and product or concepts are interrelated, that students cannot learn science meaningfully without comprehending the process used in generating such concepts. Science process skills have also been established to relate highly with achievement of science concepts. As acquisition of science process skills relate with achievement, is an indication that it could enhance meaningful learning and retention of the concepts with the skills acquired. The acquisition of these skills enables learners both male and female to understand how science knowledge is generated, see relationships among concepts learnt. These factors enhance retention and seem to suggest that Process-Based Instruction could enhance retention of science concepts. This study seeks to establish if teaching science process  skills could  enhance retention and achievement of Basic Science concepts in male and female or not.

 

The importance of gender to science learning cannot be overemphasized. One major goal for reform in science education is to evolve a science oriented programme for every child to participate actively and learn maximally irrespective of sex, social background and ability levels. Males and females varied in physical appearance; the question raised is what about their abilities in perceiving science process skills? Males had better performances than females when the Process–Based Instructional strategy is used (Dokme &Aydinli, 2009). Abungu, Okere and Wachange (2014) attribute the differences in the learning ability levels of males and females due to socialization processes that take place at home and the society around them. Osuji, (2009) attributes the differences in the learning abilities of gender to social, educational, role model, orientation and stereotyping. The researcher has endeavored to find out if there may be a link between Process-Based Instructional Strategy and lecture method in gender related differences in science process skills acquisition, academic performance and retention of Basic Science concepts.

 

1.1.1    Theoretical Framework

The essence of teaching science is to enable students acquire the process skills and the product of science, so as to apply them in their everyday life. Also to enable the students achieve national educational goals (scientific and technological development) .To achieve these goals as desired, it is highly needed for students to acquire certain science skills at all levels of education to have high sense of confidence for the enhancement of teaching and learning scientific concepts and principles that can lead to positive scientific and technological development. To advance such move, a body called American Association for the Advancement of Science (AAAS). (AAAS, 1967) and Finley, (1983) advocated the use of Process-Based Instruction to promote acquisition of science process skills and academic achievement. AAAS developed Science-A Process Approach (SAPA) in 1967 based on the learning theory of psychologist Robert Gagne (1965).  Robert Gagne (1965) theory of hierarchy of learning states that learning materials be structured. He maintains that meaningful learning can only take place in gradual step from unknown to the known, that it should be possible to break down into some steps, one step slightly higher or lower the proceeding step. This implies that the students need to acquire process skills for example Basic and Integrated process skills which are hierarchically organized with the ability to use the simpler underlying process. Observation is considered to be the fundamental skill by virtue of its position as the foundation of the hierarchy of skills needed to discover the broad knowledge required to conduct enquiry. By so doing the students are involved in meaningful activity that leads to acquisition of science skills through inquiry and problem solving. The basic premise of SAPA according to AAAS (1967) was that, the first hand central purpose of science education is to awaken in the child whether or not he/she will become a professional scientist, a sense of the Joy, the excitements and the intellectual power of science. The basic notion was to give students a variety of hands- on experiment based on hierarchy of skills (called process skills) that scientists were seen to use regularly. AAAS, (1967) studied scientists at work and identify process skills in teaching science which science learners would use various tools,  procedures to better understand and engage  in activities in science skill acquisition in learning science concepts as the way  scientist do. Finley, (1983) on the other hand states that the prerequisite knowledge of concept and principles that can be obtained only if students have certain underlying capabilities, the science processes which are needed to practice and understand science. According to Gagne, (1965), AAAS, (1967) and

Finley,(1983) those tools and underlying capabilities are the science process skills which

(stated from simple to complex) are divided into two groups, Basic Science Process Skills (BSPS) and  Integrated Science Process Skills (ISPS). The BSPS includes observing, measurement, inferring, classifying, predicting and communicating. ISPS include controlling variables, hypothesizing, experimentation and data interpretation to mention a few. Both AAAS and Finley explained that, studying and acquiring science process skills will give students both male and female opportunity to carry out science investigations and thus perform operations like scientists. Since Process-Based instructional activities are designed to enable students practice science skills and thus acquire proficiency through those skills.  Process- Based Instructional Strategy according AAAS, (1967) originated in 1960s. This strategy assumes that, children even in the primary level will derive more from the study of science if they learn the behaviour of scientists. Al-Rabaani,(2014) pointed  out that, although behaviour of scientists are complex, they have been classified in number of process skills, some simple and others complex as mentioned earlier on. The acquisition of these intellectual activities of the scientist, the process skills form the goal of science instruction.

From the above explanations, one may deduce that, in the teaching of Basic Science using Process- Based Instructions for science skills acquisition, a set of activities characterize by those process skills must be put in place. To ensure effectiveness, students are to handle, observe and experiment using different types of materials. By so doing, the students are able to acquire or develop some levels of science skills that would enable them tackle some scientific problems as scientists and subsequently enhance their retentive memory. AlRabaani, (2014) noted that, when these process skills are acquired, intellectual ability of  both the male and female students are widened and this could be used for life in the understanding of nature and problem solving. This is true and as rightly observed by a chinese slogan in Usman, (2007) that says „Give a man a fish and he eats for a day, teach a man to fish and he eats for a life‟ time. This implies that the process skills are tools for learning and problem solving to facilitate academic achievement and acquisition of process skills for Basic Science concepts. It then means, they should not only be acquired at all levels of our schools but should also be acquired to a reasonable extent.

The need to find solution to students‟ poor science skills acquisition, performance and retention in learning Basic Science concept not using Process-Based instructional strategy is very vital. Sevilay, (2011) pointed out that science curricular which emphasize the development of process skills were evolved with the assumption that these skills can be acquired by all students when exposed to instruction that are based on such science process skills. Therefore, this study is set to look into the impact of Process-Based Instruction on acquisition of science skills, performance and retention among Basic Science student which will hinge on AAAS and Finley‟s work.

                                                                                     

1.2     Statement of the Problem

Basic Science according to FME,(2013) is the basic foundation for the separate science subjects taught at the senior secondary school level. The syllabus of Basic Science emphasizes the acquisition of science process skills and the processes scientists used in enhancing the acquisition of science skills and knowledge. Little attention has so far been paid to ascertaining whether or not teaching and learning Basic Science has any influence on students‟ academic performance and science skill acquisition. Unfortunately, as reported by researchers such as Lakpini (2006), Opara (2011), Ameh and Dantani (2012) teachers shy away from Process-Based Instructional strategy   which enhances the acquisition of science skills and rely on methods such as lecture method that is easy but most often in adequate and in appropriate for skill acquisition . This had led to inability of students to be creative in acquiring skills for scientific enquiry, as Basic Science learners. Table 1.1 is a reflection of poor performance of JSS3 certificate examination results in Basic Science as recorded by Ministry of Education, Zonal office, Zaria, (2013-2017) of  schools in Zaria for the period of five years. The analysis indicated low performance in four years; in percentage pass and credit level between 38% to 47%  in 2013, 2015, 2016 and 2017 under review. A fairly good percentage of 64% was recorded at credit level in 2014.

Table 1.1:  Students Performance in JSSCE (Basic Science, 2013-2017) in Zaria   Educational Zone

 

Year	No. of Registered  Students	No. of students with pass and credit in %		No of students with failure (F grade)
2013	3,097	1,211	39%	1,886	61%
2014	2,968	1,904	64%	1,064	36%
2015	2,864	1,094	38%	1,770	62%
2016	3,116	1,460	47%	1,656	53%
2017	3,940	1,720	44%	1,656	56%

Sour ce: Ministry of Education, Zonal Office Zaria (2017)

 

 

This persistent poor performance of students in Junior Secondary School Certificate Examination by Basic Science students is causing concern and poses a problem in subsequent learning of science related courses. Researchers like Duwan, (2011), Nzewi,

(2011), Ugwu, Ofuebe and Efiubon (2011) in their separate studies, attributed poor performance in Basic Science to students having difficulties in coping with certain concepts like habitat and adaptation of organisms ,kinetic theory  of matter and thermal energy among others. The poor performance is also attributed to the use of inappropriate instructional strategies by teachers but often resulted to lecture method that has been shown to lead to poor academic performance, retention of concepts learnt and science skills acquisition in Basic Science among Junior Secondary Schools students. In teaching Basic Science memorization of facts is discouraged. Activities that foster process skills acquisition and retention of concepts are to be promoted. Exposing students to ProcessBased Instructional Strategy has the ability to enhance learning because what students learned through doing increases their ability to retain the concepts learnt. A call by scholars for the use of effective teaching strategy however, has been made in order to make learning more meaningful. Research conducted by Mari, (2001), Sani, (2007) and Al-Rabaani, (2014) showed that Process-Based Instructional Strategy enhances acquisition of science skills and performance in senior secondary school students. Mari, (2001) and Al-Rabaani (2014) observe that proficiency in the use of skills is acquired through practice as ProcessBased Instruction avail students‟ opportunity to practice process skills; participation in it is expected to promote acquisition of science process skill. As the goal of instructional strategy is to promote acquisition of science process skills, the level to which it enhances the acquisition of science skills should be determined.

A strong correlation has also been established between acquisition of science process skills and performance among Basic Science students, (Duwan, 2011). This is an indication that exposure to the use of instructional strategies that promote acquisition of science process skills could enhance students‟ performance. This study therefore, was to determine if exposure to Process-Based Instruction will enhance academic performance and science skills acquisition and retention among Basic Science students or not. Also, if gender was a factor in the understanding of Basic Science concept and science skills acquisition when

Process-Based Instruction was used.

1.3       Objectives of the Study

The study has the following objectives which are to: i  determine the impact of Process-Based Instruction on JSS11 students‟ academic performance in selected Basic Science concepts. ii  determine the impact of Process-Based Instruction on academic performance of male and  female in   Basic  Science  concepts  iii.  examine the impact of Process-Based Instruction on acquisition of science process skills in Basic Science concepts. iv.  investigate the impact of Process -Based Instruction on retention abilities of students in Basic Science concepts.

1. ascertain the impact of Process-Based skills acquisition of male and female students in  Basic  Science concepts.

 

1.4       Research Questions

The following research questions are put forward for answering which are:

i       What is the difference between the mean academic performance scores of students taught Basic Science concepts using Process-Based Instruction and lecture method? ii     What is the difference between the mean academic performance scores of male and female  students taught Basic Science concepts using Process-Based Instruction ?

• What is the difference between the mean score of students exposed to Science

Process-Skills Instruction and those taught using lecture method?

1. What is the difference between the retention abilities mean score of students taught

Basic Science concepts using   Process-Based Instruction and lecture method?

1. What is the difference between the mean academic performance score of male and female students in each process skill?

 

1.5       Null Hypotheses

Based on the research questions stated the following null hypotheses (HO) are formulated and tested at p <0.05 level of significance

HO₁:  There is no significant difference between the mean academic performance scores of students taught Basic Science concepts using Process-Based Instruction and those taught the same concepts using lecture method.

HO₂:    There is no significant difference between the mean academic performance scores of male and female students taught Basic Science concepts using Process–Based Instruction and those taught the same concepts using lecture method

HO3:	There is no significantly difference in the mean scores of students exposed to Science Process-Skills Instruction and those taught the same concepts using   lecture method.
HO4:	There is no significant difference between the retention abilities mean scores of students taught Basic Science concepts using Process-Based Instruction and those taught   the same concepts using lecture method.
HO5:              There is no significant difference between the mean academic performance scores

of male and female students in each process skill.

1.6       Significance of the Study

The findings from this study would hopefully be significant to the following:

Basic Science Teachers: It will provide model for lesson plans for science teachers to adapt or adopt. The research findings also would hopefully benefit Junior Secondary School Basic Science teachers towards using more effective teachings strategies for effective learning of Basic Science concepts such as Process-Based Instructional Strategy. Basic Science Students: It would be of benefit to the students as the findings may lead to an improvement in their science skills, academic performance and retention through the use of Process-Based Instructional Strategy of teaching Basic Science concepts, that is concepts of habitat and adaptation of organisms, kinetic theory of matter and thermal energy among others.

Textbooks Publishers: The textbooks publishers will find this work useful as it will assist in selecting materials and exercises to be incorporated in it, making reference to ProcessBased Instructional Strategy used in this study.

Researchers: The findings will also provide new information to the existing literature in

Basic Science and it will also serve as a foundation for the further similar studies.  Professional Bodies:  The findings will be useful to various professional agencies and association such as Science Teachers‟ Association (STAN) and Nigerian Education Research Development Council (NERDC) to organize workshop or seminars for teachers especially on using activity- oriented methods of instruction such as Process-Based Instruction to teach Basic Science concepts.

Curriculum Developers: The findings will be useful to curriculum developers in reviewing Junior Secondary Schools curriculum with particular reference to the inclusion of strategy like Process-Based Instruction in the teaching and learning of Basic Science concepts

 

1.7       Scope of the Study

The study was carried out among Junior Secondary School Two (JSS2) students of public schools in Zaria Educational Zone. JSS 2 was chosen for the study because the JSS1 may not have covered more contents and they are yet to adjust to the school environment while JSS 3 are busy preparing for the Junior Certificate Examination (JSCE).

The six Science Process Skills that were examined were Observation, Inferring, Classification, Measurement, Experimentation and Data Interpretation. These skills were selected because according to Aktamis and Ergin (2008) they are foundational skills used as basis for scientific inquiries at the Junior Secondary School level. The first four, observation, inferring, classification and measurement are Basic Science Process Skills (BSPS) while the last two, experimentation and interpretation of Data are Integrated Science Process Skills (ISPS).

 

The topics taught were, habitat and adaptation of organisms, kinetic theory of matter and thermal energy. These topics were selected because according to some studies conducted by Duwan, (2011), Nzewi, (2011), Ugwu, Ofuebe and Efiubon (2011) reveals that, students have difficulties in coping up at junior secondary school Basic Science. The skills are outlined in the curriculum as emphasized in the recommended text books by Ehindero,

Arubayi, Dibu-Ojerinder and Aladeyaria, (2010). Comprehensive Basic Science for Junior Secondary Schools book Two. Lantern books Lanteramed Publications Nigerian Limited and Akintelure, Kuku, Ohiro and Mahmud, (2014). Classic Basic Science for Junior Secondary Schools, Book Two. Thursmay Education Services Limited. The study comprises of Process-Based Instruction as the Independent variable, acquisition of science process skills, academic performance and retention as the dependent variables. These instruments were used to generate date for the study. They are Basic Science Performance Test (BSPT) Science Process Skills Acquisition Test (SPSAT) made up of 40 items each and Process-Based Instructional Package used as method of teaching. All the data collected

through the aforementioned instruments were analyzed using t-test.

 

1.8      Basic Assumptions

The study had the following basic assumptions:

• The subjects for the study are familiar with the use of activity- based teaching strategies such as Process-Based Instruction.
• Basic Science teachers are familiar with the teaching of Basic Science concepts using appropriate teaching strategies such as Process-Based Instruction
• The schools are exposed to same academic environment.

EFFECT OF PROCESS-BASED INSTRUCTION ON PROCUREMENT OF SCIENCE SKILLS, PERFORMANCE AND RETENTION AMONG BASIC SCIENCE LEARNERS IN ZARIA EDUCATIONAL ZONE, NIGERIA   

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