EFFECTS OF SCIENCE PROCESS SKILLS APPROACH ON ACADEMIC PERFORMANCE AND ATTITUDE OF INTEGRATED SCIENCE STUDENTS WITH VARIED ABILITIES.

BY

BITRUS IJAI GADZAMA M.ED/EDUC/10410/07/08

DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA.

SEPTEMBER, 2012.

EFFECTS OF SCIENCE PROCESS SKILLS APPROACH ON ACADEMIC PERFORMANCE AND ATTITUDE OF INTEGRATED SCIENCE STUDENTS WITH VARIED ABILITIES.

BY

BITRUS IJAI GADZAMA

B.Sc (ED) Integrated Science (1999) A.B.U, Zaria

M.ED/EDUC/10410/07/08

DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA.

SEPTEMBER, 2012.
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Effects of Science Process Skills Approach on Academic Performance and Attitude of Integrated Science Students with Varied Abilities.

BY BITRUS IJAI GADZAMA, B.Sc (ED) Integrated Science (1999) A.B.U, Zaria M.ED/EDUC/10410/07/08

A THESIS SUBMITTED TO THE POST GRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN SCIENCE EDUCATION. DEPARTMENT OF SCIENCE EDUCATION AHMADU BELLO UNIVERSITY, ZARIA-NIGERIA.

SUPERVISORS REV. DR. S.S OBEKA DR. (MRS.) MARY A. LAKPINI

SEPTEMBER, 2012.
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DECLARATION I declare that the work in this thesis entitled Effects of Science Process Skills Approach on Academic Performance and Attitude of Integrated Science students with varied abilities, has been performed by me in Science Education Section, Department of Education under the supervision of very Rev. Dr. S. S. Obeka and Dr. (Mrs.) M. A. Lakpini. The information derived from the literature has been duelly acknowledged in the text and a list of references provided. No part of this thesis was previously presented for another degree or diploma at any University.

Bitrus Ijai Gadzama __________________ Name of student

___________ Signature

__________ Date

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APPROVAL PAGE This thesis entitled Effects of Science Process Skills Approach on Academic Performance and Attitude of Integrated Science Students with varied abilities by Bitrus Ijai GADZAMA, meets the regulations governing the award of the Masters Degree in Science Education of Ahmadu Bello University, Zaria and is approved for its contribution to knowledge and Literary Presentation.

_______________________________ Very Rev Dr. S. S. Obeka Chairman, Supervisory Committee

_______________ Date

_______________________________ Dr. (Mrs) M. A. Lakpini Member, Supervisory Committee

_______________ Date

_______________________________ Dr. Mamman Musa Head of Department

_______________ Date

_______________________________ Prof A. A. Joshua Dean Postgraduate School

_______________ Date

DEDICATION This work is dedicated to Almighty God and to the memory of my beloved parents. Late Ijai Katabi Japul Gadzama and Mrs. Massu Ijai K. Gadzama.

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ACKNOWLEDGEMENT First and foremost, I must express my special appreciation and thanks to the Lord Almighty for His abundant Love, mercy and grace that made it possible for me to accomplish this work. I wish to express my profound gratitude to my major Supervisor Very Rev. Dr S. S. Obeka who did not only painstakingly go through the write up several times, providing valuable suggestions, but kept his office and home open for consultation as often as I called on him. His constructive critism helped to refine this work. To me, it is a rare privilege to work under such a distinguished and highly seasoned scholar. The Lord Almighty will reward him accordingly. My sincere thanks and appreciation also go to Dr. (Mrs.) M. A. Lakpini my second supervisor for her meaningful constructive criticism and valuable suggestions. Her motherly encouragement helped to build the strength in me. I am also indebted to Dr. J. S. Mari, Dr. (Alh.) I. Usman, Dr. (Mrs.) F. K. Lawal, Dr. (Mrs) T. E. Lawal, Dr. S. S. Bichi, Prof. A. A. M. Shaibu, Dr. (Mrs.) S. B. Olorukooba, Dr. (Mrs.) J. O. Olajide, Prof. I. O. Inuekwe and members of the advisory committee for their

constructive criticism and valuable suggestions. I wish to acknowledge the assistance of Dr. Abubakar T. Dagoli, Mr. Emma Yakubu and Mohammed Mohammed Mammai for typesetting this work. I am quite indebted to my brothers Mallam Bzigu A. Thliza, Gideon Ali Saleh, Mr. & Mrs. Bitrus A. Gadzama, my sisters Mrs. Parmata Pindar, Mr & Mrs. Joab W. Gadzama, Mr. Pindar Mshelia, Mrs Esther Habu Bature, Mr & Mrs Madu Ahmadu Mshelia, Mr. & Mrs. Ladi Maiwada Maijamaa Mr & Mrs Patricia Baba Usman Wakawa for their prayers, financial support and encouragement which provided the strength I needed to complete this work. I am also grateful to my uncles RSM Anthony Sunu Bazza and police commissioner Kefas T. Gadzama (Rtd) who contributed greatly in funding my education. To my friends, Bukata D. D., Yaga Banfe Micheal, Ezekeil Silas, Mr & Mrs Birma D. Mshelbwala, Mr. & Mrs. T. G. Ndirmbita, you have been quite a wonderful source of encouragement and comfort. To my beloved wife, Lucy and my lovely children Anthony, Maryamu, Ngida and Ijai this work wouldnt have seen the light of the day without your support, encouragement and sacrifice. To God be the Glory Amen.
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ABSTRACT The objective of the study was to investigate: The Effects of Science process Skills Approach on Academic Performance and Attitude of Integrated Science Students with varied Abilities. Four Research Questions and four Hypotheses guided the research. The hypotheses were tested at P<0.05 level of significance. The pretest and post test quasi experimental and control group design was used for the study. The population comprised all the 4,464 JSS III students from 28 Junior Secondary Schools in the Zone. A sample consisting of 504 students randomly selected by balloting from four coeducational schools in Potiskum Educational Zone was used for the study. The experimental group was taught Integrated Science concepts using Science Process Skills Approach, while the control group subjects were exposed to Lecture Method. Three validated instruments called Test of Practical Skills (TOPS), Integrated Science Achievement Test (ISAT) and Attitude of Students Towards Integrated Science Questionnaires (ATISQ) were used to gather data. Data collected were analyzed using Cronbach Alpha Technique for reliability coefficient as follows: TOPS r = 0.96, ISAT r= 0.69, ATISQ r = 0.69. The result of the study revealed that: (1) there was significant difference in the mean academic achievement scores of the experimental high, average, and low ability levels, followed by control group average, high and low. (2) For all cases when males and females in the different ability sub-groups were compared, the result revealed that there is no significant difference in attitudinal change to Integrated Science, which implies that males and females attitudinal change to Integrated Science is gender-friendly. The researcher recommended that Science Process Skills Instructional Strategy should be incorporated in Integrated Science Teacher Training Curriculum in order to produce teachers who would handle Science Process Skills Instructional Technique effectively. The Federal and State Ministries of Education should provide adequate funds to sponsor Integrated Science Teachers for in-service training in Science Process Skills Instructional Strategy towards improving academic performance of students in schools.

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TABLE OF CONTENTS Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i ii iii iv v vi vii viii xiv xvii 1 1 7 7 8 9 10 10 11 12 13 13 13 16 19 31 35 38 39 45 47 . 50

Declaration . . Approval Page Dedication.

Acknowledgment. Abstract. .

Table of Contents.

Operational Definition of Terms. List of Abbreviation. . List of Tables . . . .

CHAPTER ONE: THE PROBLEM. 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 Introduction. . . . . . . . . . .

Theoretical Frame Work Statement of the Problem. Objectives of the Study. Research Questions. . Null Hypotheses . .

Significance of the Study. Scope of the Study. Basic Assumptions. . .

CHAPTER TWO: REVIEW OF RELATED LITERATURE. . 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 Introduction. . . . . . . . . . -

Philosophy and Objectives of Integrated Science. Science Process Approach Science Process Skills -

Over view of Similar Studies on Science Process Skills Approach Concept of Varied Ability as a Factor in Learning Science. .. Ability Groups in Relation to Academic Performance Instructional Methods in Science Education. . Academic performance in Integrated Science. Gender and Science Education. . . . . . . . . . . . . . . .

Attitude of Students to Learning Science.

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2.12 2.13

Implications of Literatures Reviewed on Present Study. Summary of Related Literatures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . .

54 57 58 58 58 60 62 63 63 64 68 68 68 70 75 76 78 78 78 92 94

CHAPTER THREE: METHODOLOGY. 3.1 3.2 3.3 3.4. 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 Introduction. . Research Design. . . . . .

Population of the Study.

Sample and Sampling Procedure. Instrumentation . . .

Selection of Concepts to be taught Pilot Study. . . .

Treatment of the Experimental Group. Treatment of the Control Group . Administration of the Instruments. Treatment of Administration . Procedure for Data Collection Procedure for Data Analysis. .

CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSIONS. 4.1 4.2 4.3 4.4 Introduction. . . . . . . . . . . . . . .

Analysis, Results Presentation/Hypothesis Testing. . Summary of the Findings Discussion of Result. . . . . . . . . .

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. 5.1 5.2 5.3 5.4 5.5 Introduction. . Summary . Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 90 90 101 102 103 106

Recommendations.

Limitation of the Study. References. . .

LIST OF APPENDICES.

A: Test of Practical Skills (TOPS) Pre-Test . .

. . .

. . .

. .

121 129 131 141

B: Test of Practical Skills (TOPS) Making Scheme . . C: D: E: Integrated Science Achievement Test (ISAT) .

Marking Schemes in Integrated Science Achievement Test (ISAT). . Integrated Science Achievement Test (ISAT) Answer Sheet in Potiskum Educational zone. . . . . . . . . . . . . .

143 144

F: G: H:

Letter of Introduction. .

Attitude of Students towards Integrated Science Questionnaire (ATISQ). 145 The Distribution of Items according to dimensional scales of attitude of students towards Integrated Science Questionnaire (ATISQ) . 147

Ia:

Science Skills Instructional Package (SPSIP) Lessons on Science Process Skills . . . . . . . . . . . . . . . 148 153 181 207

1b: J: K: L:

Lesson Plan for Experimental Groups .

Lesson Plan for the Control Group (Lecture Method). Pilot Study of the Instruments . . .

Discrimination Indices (DI) for the Integrated Science Achievement Test (ISAT). . . . . . . . 209

M:

Item Facility Difficulty (F1) for the Integrated Science Achievement Test (ISAT) . . . . . . . . . 210 211

N:

Items Selected based on the Analysis of the Difficulty Index.

List of tables 3.1 3.2 3.3 Population of the Study . . . . . . . . . . . 61 62

Summary of the Sample Size .

Summary of table of specification on test of Science Process Skills (TOPS) . . . . . . . . 73

3.4

Table of Specification Based on Attitude of Students Towards Integrated Science Questionnaire using Bloom Six Levels of Cognitive Objectives . 75

4.1a

Summary of Descriptive Statistics of Experimental (Exposed to Science Process Skills Approach) and Control Groups Exposed to (Lecture Method) mean scores of High, Average and Low Ability sub-groups . . 79

4.1b

Summary of a 2-ways Analysis of Variance (ANOVA) of Mean Scores was used which presented below:
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80

4.c.

Summary of Post hoc LSD Multiple Comparism Pair wise between Experimental and Control Groups of Males and Females in High, Average and Low Ability Sub-groups . . . . 82

4.2a

Summary of the Descriptive Statistics of Mean Scores of Males and Females Of the High, Average and Low Ability Sub-groups taught Integrated Science Using Science Process Skills Approach . . 84

4.2b

Summary of 2-ways Analysis of Variance of the Differences in the Mean Scores of Males and Females of the High, Average and Low Ability Sub-groups taught Integrated Science using Science Process Skills Approach . . . . . . . . 85

4.2c

Summary of Post Hoc LSD Multiple Comparism (pair wise) on the Difference in the Mean Scores of Males and Females of the High, Average and Low Ability Sub-groups taught Integrated Science using Science Process Skills Approach . . . . 86

4.3a

Table 4.3a Summary of mean ranks and Standard Deviation of sujects of Post test attitudinal change in Integrated Science among subjects of the high, average and low using using Science Process Skills Approach. 87

4.3b

Table 4.3b Summary of Kruskal Wallis Statistics Test in the Attitudinal change to Integrated Science among Subjects of the High, Average and Low Ability sub-groups.. . . . . 88

4.3c.

Table 4.3c: Summary of Kruskal Wallis statistics postest in the attitudinal change to Integrated Science among subjects of the High, Average and Low ability sub-groups. . . . . 89

4.4a

Table 4.4a Summary of Descriptive Statistics difference in attitude change in male and female subjects taugh Integrated Science Using Science Process Skills Approach. Mann Whitney U-Test of mean rank and Standard Deviation of Post Test was used.. . . . 90

4.4b

Table 4.4b Summary of Mann-Whitney U- test statistics posttest in attitude change to Integrated Science among male and female subjects taught integrated science using Science Process Skills Approach. . . . . . . . . 91

4.4c

Table 4.4c Summary of Mann-Whitney U. test statistical difference in attitude between male and female subjects taught integrated science using Science Process Skills Approach is presented below:.
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91

OPERATIONAL DEFINITION OF TERMS Science Process Skills Approach: Skills needed to learn concepts and broad principles used in making valid inductive influence in science education. Attitude: A persons feeling thought and predisposition to behave or respond in some particular manner. Ability: A relevant action taken or work done in order to provide output of a project by using resources such as funds, technical assistance and other types of resources. High Ability: These are students who score sixty percentage (60%) and above in term of examination in integrated science Average Ability: These are students who score between 50% - 59% in their average mean scores in integrated science. Low Ability: These are students who score between 0 to 49% in their average mean scores in integrated science.

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LIST OF ABBREVIATIONS JSS: Junior Secondary School. WASSCE: West African Senior Secondary School Certificate Examination. JSSCE: Junior Secondary School Certificate Examination. STAN: Science Teachers Association of Nigeria. NISP: Nigerian Integrated Science Project. SAPA: Science A Process Approach AAAS: American Association for the Advancement of Science. FME: Federal Ministry of Education NCCE: National Commission for Colleges of Education TOPS: Test of Practical Skills ISAT: Integrated Science Achievement Test ATISQ: Attitude of Students towards Integrated Science Questionnaire. SPSIP: Science Process Skills Instructional Package. ANOVA: Analysis of Variance ANCOVA: Analysis of Covariance APSP: African Primary Science Project USA: United States of America YSUBEBZI: Yobe State Universal Basic Educational Board Zonal Inspectorate

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CHAPTER ONE THE PROBLEM 1.1 Introduction Science is an embodiment of knowledge or subject which includes Physics, Biology and Chemistry at senior secondary school and tertiary institutions. At the junior secondary school and primary school level, it is called integrated science. The first step towards designing a science programme with an integrated approach was taken by some educators from university of Nigeria, Nsukka. Thus as early as 1961, Nsukka Primary Science Project was designed. Fafunwa was the leader of this group (Odubunmi, 1991). However, nothing was done in terms of integrated science curriculum for the lower forms of secondary school, until about seven years after the Nsukka Primary Science Project was designed. The idea of designing Nigerian Integrated Science Project (NISP) was raised among members of Science Teachers Association of Nigeria (STAN) in 1968. STAN also participated in the revision of the West African School Certificate (WAEC) science syllabus as a result of new development in science education. After reviewing the Syllabus in Biology, Chemistry, Physics and Mathematics, members of curriculum review panel that reviewed the syllabus for STAN. The existing science programme could be modified and adopted for junior forms of the secondary school. Odumesi (2001), Abdullahi (2007) stated that representatives from various subjects were selected to serve on the integrated science curriculum committee. In January 1970, the committee published the curriculum newsletter No. 1 specifying the philosophy, methodology, content and evaluation of integrated science. Owing to financial constraints, STAN could not proceed on the writing of text materials for schools immediately. Bajah (1998) asserted that with the collaboration of STAN and Heineman Educational Books International, Pupils Textbook, Teachers Guide and Pupils Workbook were produced in 1972. With the adoption of

the National Policy on Education in 1979, Integrated Science became a core subject taught at the Junior Secondary School level. Jacob and George (2007) Atadoga and Onaolopo (2008) stated that in 1981 some members of STAN working in Universities, Colleges of Education and Secondary Schools were selected to produce the new edition of the Nigeria Integrated Science Project. In 1982, the new edition of Integrated Science Text Book for the three year Junior Secondary School was published. Learning Integrated Science among students in Junior Secondary schools is not exciting, captivating and alluring because of the lecture method that is being used to teach the students. Lecture method employed by teachers poses problem to effective teaching and learning of Integrated Science in the school because Integrated Science Teaching does not only involve lecture, but also include practical demonstration and experiments to be carried out by teachers for students to observe and practice. The importance of teaching integrated science and the way it should be taught has become apparent since science knowledge acquired at JSS level would form the foundation for future science education of young children. Madueke, Ibrahim and Usman (2002) observed that, the teaching of integrated science must be made exciting, captivating and alluring to make the children develop deep interest in science. The introduction of integrated science into the junior secondary schools curriculum, originated from the shift in the trend of curriculum change in the world, especially in Europe and America in response to the emergence of the Russian Sputnik era, that brought the exploration of space using satellite by the Russians. This development led American and European Governments to introduce the use of Science Process Skills Approach in teaching basic and Integrated Science in their schools. FME (2004), in the National Policy on Education recommended that Integrated Science should be a mandatory school subject for junior secondary schools.
2

The policy stipulated that integrated science should be one of the core-curriculum subjects to be taught at JSS level of Nigerian Educational System. Akale (1992) observed that the implication of this aspect of the policy pre-supposes the availability of trained manpower and infrastructural facilities for the successful implementation of the policy. The take off of the National Policy in 1982, resulted in a National Workshop on the new Integrated Science Project and the 3-3 Secondary School System. Madueke, Ibrahim and Usman (2002) observed that series of papers and a communiqu were issued as part of the resolutions, part of which stressed that institutions (Colleges of Education and Universities) concerned with teachers preparations as a matter of urgency should create separate department of integrated science or build in training of qualified integrated science teachers into their existing programmes. The resolution was implemented because most Colleges of Education and some universities in the country offer Integrated Science Courses. However, despite these efforts to improve the quality of implementation of integrated science, the quality of teaching and learning in Junior Secondary School is below expectation. Akale (1992) observes that, our schools have no adequate facilities required for integrated science teaching and learning, and this he said could affect the teaching/learning of Integrated Science in the schools. There has been poor performance of students in Junior Secondary School Certificate Examination (JSSCE III) in integrated science. This poor performance among students Fojola (1992) attributes to inadequate provision for practical activities due to lack of adequate facilities. This inadequate facilities have made the teachers of the integrated science to turn experiments in integrated science into demonstrations for students to observed and copy notes rather than practically handling the materials in order to acquire the desired process skills activity.
3

Effective Integrated Science teaching and learning ought to involve students in active participation in teaching/learning process. Lack of such active participation of students was identified by Shaibu and Usman (2002) as one of the factors responsible for poor academic performance in integrated science. (Kempa, 1986 and Usman, 1993). Martins (2000) also note that poor performance of students in integrated science could be attributed to the use of teaching methods that are not activity oriented. Lecture method offers easy coverage of syllabus and faster dissemination of scientific information and facts. The lecture or expository method of teaching of Integrated Science does not take care of the ability groups and there is a need to consider ability groups. Achilles and Pate (1992) also reported a decrease in performance of students of different abilities when the lecture method is used. In the same vein, Okoli (2006) indicated that many integrated science teachers prefer the use of lecture method of teaching than activity-oriented teaching method such as science process. This is because it offers easy coverage of the syllabus, save time and energy. Another factor that can affect poor performance of students in integrated concepts could be as a result of difficulty of some concepts. Some studies conducted by Iyang and Ekpoenyong (2000), Makanjuola (2002), Oyediran, Agoro and Fabiyi (2004) differently, reveals that students have difficulties in coping with certain concepts like energy conversion, mode of feeding in plants and animals. The difficulty according to them is as a result of the frequent use of lecture method in teaching Integrated 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. Akinmade (1996) notes that experiences for science students in schools where the students are adequately guided promote acquisition of skills, such
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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 integrated science concepts. Observing, measuring, identify, 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 integrated science. Ango (2002) 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 Science Process Skills Approach involves practical work and practical work creates meaningful learning experience. Abdullahi (2007) states that, practical work has been found to enhance the quality and the extent of scientific understanding that is achieved by students. Based on the merits of using Science Process Skills Approach in enhancing academic performance of students, this study sought to use SEPA to find out if it will improve the academic performance of students of varied ability groups and also to find out if its use will have any effect on their attitude to integrated science as a subject. 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 Science Process Skills Approach is used (Omotayo 2002). According to Adegive (2000) attributes the differences in the learning ability levels of males and females due to socialization processes that take
5

place at home and the society around them. Samba (1998) attributes the differences in the learning abilities of gender to social, educational, role model, orientation and stereotyping. The researcher has endeavoured to find out the effect of science process skills on gender. In discussing factors that cause poor performance of students in integrated science, one also looks at factors that can enhance academic performance of students in integrated science, such as attitude among others. Attitude is an important variable that can improve the performance of students especially junior secondary school students in integrated science. Omotayo (2002) argues that there is the need to develop strategies that will foster desirable scientific attitude among students in order to improve the teaching/learning of integrated science in Nigerian schools. The researcher further recommended that incentives should be given to students who show less interest in integrated science course. Educational researchers such as Matins and Oyebanji (2000), Mari (2001) and Dandlandi (2003) have spent a lot of time to identify factors and conditions that promote or hinder learning of science process skills. Their results revealed that factors such as cooperative learning experiences, hands on and minds on activities promote development of science process skills in learners. Factors such as uncooperative learning experiences which could cut down on interpersonal relationship because students work individually do not promote learning of Science Process Skills (Otuka, (2004), Shata (2006) and Abdullahi 2007).

1.2

Theoretical Framework The study on Effects of Science Process Skills Approach on Academic

Performance and Attitude of Integrated Science students with Varied Abilities was hinged on the works of Dunkin and Biddle (1994). They identify variables that affect
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teaching/learning process and categorized them into four groups: Context Variables, Presage Variables, Process Variable and Product Variables. Context Variables are those conditions to which the teacher must adjust, context variables in this study are formative experiences (age, gender and socioeconomic status), students characteristics (Ability, knowledge and attitudes). School and community characteristics (ethnic make-up, school size, climate, busing), and classroom variables (class size, text books and technology involved). Presage variables are those characteristics of teachers that could affect the teaching/learning of process skills, such as personal formative experiences, teachers training experiences. Process variables are those activities that influence classroom teaching, consisting of actions by both the teacher and the students. The final category, product variables represent the outcomes of teaching/learning grouped into learning attitudes, skills development or adult personality development. This study would investigate the effects of Science Process Skills Approach on academic performance and attitude of Integrated Science students with varied abilities taking into consideration variables like attitude, gender and ability as outlined by works of Dunkin and Biddle.

1.3

Statement of Problem During teaching activities, teachers assumed that students are at the same

ability levels, low achievers that need more attention are neglected. If the ability levels of students are not given the needed attention, then poor performance of the JSS students could remain (Chadau, 2002). Studies of Stanley (2008), Kaduna Educational Resource Centre (2008 and Usman (2010) in their study conducted on teaching and learning of integrated science revealed that lecture method is the commonly used method of teaching. Mari (1994), Usman (2000) and Danladi (2003) state that as a result of the constant use of lecture method, the academic performance
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of students in integrated science remains poor. Though the Nigerian Integrated Science Project emphasizes development of science process skills in students, little or no attention has so far been paid to ascertaining whether or not participation in it has any influence on students academic performance. Science Process Skills Approach according to Madueke, Ibrahim, and Usman, (2002) has the merits of making teaching of Integrated Science exciting, captivating and interesting to students. It is in the light of these merits that this study was conducted to find out if Science Process Skills Approach would have positive impact or otherwise on academic performance of students with varied abilities. Omotayo (2002) has identified attitude as an important variable that can improve the academic performances of students especially junior secondary students in integrated science project. The study therefore also sought to determine the effects of Science Process Skills Approach on the attitude of students in the various ability levels to integrated science. The effects of Science Process Skills Approach on gender were also examined.

1.4

Objectives of the Study The effects of Science Process Skills Approach on academic performance in

and attitude of Integrated Science students with varied abilities, has the following objectives which are:

i.

To determine the effects of Science Process Skills Approach (SPSA) on academic performance and attitude of JSS students in integrated science.

ii.

To find out if using Science Process Skills Approach (SPSA) would make students understand concepts taught in Integrated Science
8

iii.

Ascertain the effects of Science Process Skills Approach on performance of various ability group subjects in terms of performance and gender.

iv.

Find out whether the varied ability groups subjects attitudes towards integrated science, after exposing them to science process skills approach would be enhanced or not.

1.5

Research Questions The following research questions were addressed in this study. Specifically, the study sought to answer the following research questions:

1.

What are the differences in the mean scores of the subjects in the high, average and low ability sub-groups taught Integrated Science using Science Process Skills Approach and their counterparts taught using lecture method?

2.

What are the differences in the means scores of males and females of high, average and low ability groups taught Integrated Science using Science Process Skills Approach?

3.

What are the effects of Science Process Skills Approach on attitudinal change of subjects of high, average and low ability groups after exposure to Science Process Skills Approach?

4.

What is the difference in the attitude of males and females taught using Science Process Skills Approach?

1.6

Null Hypotheses Based on the research questions four null hypotheses were formulated and tested at P 0.05 level of significance.

HO1 : There is no significant difference in the mean scores of subjects in the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach and their counterparts taught using lecture method. HO2 : There is no significant difference in the mean scores of males and females of the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach. H03: There is no significant attitudinal change to integrated science among

subjects in the high, average and low ability sub-groups after they were taught integrated science using Science Process Skills Approach. H04: There is no significance difference in attitude of males and female subjects taught integrated science using Science Process Skills Approach.

1.7

Significance of the Study This study sought to find the effects of Science Process Skills Approach on

academic performance and attitude of integrated science students with varied abilities. It is hoped that the findings from these study would: help integrated science teachers to teach students using process skills approach. be of benefit to students and it would equip them in solving problems of scientific nature effectively and probably enhance their academic performance. help the students to develop positive attitude towards learning integrated science. benefit institutions of higher learning, where integrated science teachers are trained on how Science Process Skills Approach can be used for teaching and learning.

10

provide researchers with empirical evidence on the performance of students exposed to Science Process Skills Approach when compared with lecture method, which would provided a stepping stone for further studies.

be useful to other researchers who are interested in issues related to varied abilities.

be useful to associations concerned with outcomes of research especially those interested in instructional innovations in integrated science packages.

It would also be of interest to curriculum developers who would benefit from the findings of the study by bringing into focus the effectiveness of Science Process Skills Approach and thereby enable them to make necessary adjustment in the curriculum where necessary.

enormously contribute and stimulate further research which would results in up-liftment of the standard of science education in Nigeria.

1.8

Scope of the Study For this study JSS III students in four Junior Secondary Schools in Potiskum

educational zone were used. The average age ranges of the subjects was 13-16 years. The study was delimited to concepts of, energy conversion and the methods of feeding in plants and animals. These concepts are in the JSS III syllabus.

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1.9

Basic Assumptions The following basic assumptions were made. The students already have good foundation in integrated science. The teachers teaching integrated science in the various schools under this study are qualified. Laboratory facilities needed to inculcate in students science process skills as recommended by Science Teachers Association of Nigeria (STAN) are available in the schools.

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CHAPTER TWO REVIEW OF RELATED LITERATURE 2.1 Introduction This chapter highlights some theories which guide the learning strategies which teachers use in teaching integrated science. It also presents previous studies which have direct relevance to this study. This chapter is organized under the following sub-headings. Philosophy and Objectives of Integrated Science. Science Process Skills Approach Science Process Skills Overview of Similar Studies on Science Process Skills. Concept of Varied Ability as a Factor in Learning Science. Ability groups in Relation to Academic Performance Instructional Methods in Science Education Performance in Science Education Gender and Science Education Attitude of Students to Learning Science Implications of Literatures Reviewed on Present Study Summary of Related Literatures

2.2

Philosophy and Objectives of Integrated Science The philosophy and objectives of integrated science is based primarily on the

philosophy and objectives of the National Policy on Education as they affects science education in general and integrated science in particular. Based on the National Policy on Education (F.M.E, 2004) secondary school education is expected to among others; (a) Prepare the children to become useful to themselves and their society and
13

(b)

Prepared the children for higher education. In specific terms, the secondary school education shall:

provide all primary school leavers with the opportunity for education of a higher level, irrespective of sex, social status, religious or ethnic background.

diversify its curriculum to cater for differences in talents, opportunities and future roles.

provide trained manpower in the applied science technology and commerce at sub-professional grades;

raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under broad national goals and live as good citizens of this great country Nigeria.

provide technical knowledge and vocational skills necessary for agriculture, industrial, commercial and economic development, If, secondary education is properly handled and its aims and objectives are achieved, the products should be capable of functioning well in our society. They should also have acquired great potentials for higher education which is paramount to the provision of manpower. Integrated science is a foundation of science in junior secondary school. Atadoga and Onaolapo (2008) suggests that, integrated science as a course must gently and slowly introduce learners to what science is all about and how scientist do their work.

i.

Objectives of Teaching Integrated Science The objectives of teaching integrated science to learners or students such as

acquiring basic knowledge in science developing attitudes of scientist, as stated in National Policy on Education F.M.E (2004) and N.C.C.E (2002) are:

14

(a)

Preparing for careers in science and technology prescribed examinations.

The objectives of teaching integrated science: i. helping learners solve some problems arising from observation of their immediate environment. ii. iii. iv. v. vi. developing high skill observation contributing meaningfully to the development of their society. helping the learners to learn themselves via more simple observation. equipping the learners to choose careers in science and technology. helping the learners to learn scientifically, manipulating their world for the good. Hence, the objectives of integrated science in NPE (2004)are geared towards equipping the learners with the following skills: observation, particularly carefully and thoroughly, reporting correctly and accurately things observed, organizing carefully and correctly information gathered from observation and report; testing the data collected.

experimenting of the data collected, some of the experiments may go with control where necessary.

analyzing the result of the experiments. tabulating the results of analysis, generalizing the results collected, predicting the outcome of the results conclusion and conclusion

The list mentioned above makes up what is known as science process skills.

15

2.3

Science - A Process Approach Since the mid-fifties, revolutionary changes have been taking place in the

teaching of science. Teams of scientists and teachers have attempted to bring about far reaching improvement in Science Education at all levels, including the elementary school level. The commission of Science Education of the American Association for the Advancement of science with financial support from the national science foundation embarked upon the preparation of Science programme for the elementary school. Materials were first written during the summer of 1963 and in each of the subsequent summers through 1967. This effort gave birth to a new curriculum called Science A process Approach (SAPA) in August, 1969.This curriculum considered the Process Approach as its main instructional strategy for teaching and learning of science. In Nigeria, it was after 1969 (the year in which the first National curriculum conference was organized) there were increased conscious effort to modernize science content and instruction (Akpan, 1992) to reflect this pedagogical triumph. Such attempt according to Akpan (1992) have been made through programmes like the Nigerian Integrated Science Project (NISP) by the Science Teacher Association of Nigeria (STAN) the Bendel Primary Science Project (BPSP) and the Nigeria Secondary School Science Project (NSSSP), which was a project of the comparative Education Study and Adaptation Centre (CESAC) Now Nigeria Educational Research and Development Council (N.E.R.D.C) In science process approach, the ability to read is not as essential as it is in many traditional curricular. Thus, inquiry into science can begin as early as kindergarten. Success does not depend on reading skill, but on the ability to use the process of science. The implication of this according to Ameh (2001), lie in the provision of equal opportunity to children from low socio-economic backgrounds
16

(many of whom may have reading problem), and those children from higher socioeconomic strata. There is however several basic assumptions underlying the SAPA programme. Ahmed (2004) identified some of these basic assumptions as follows: The first assumption is that science can be taught to young children in an honest and open minded manner. For the SAPA programme, the primary implication of this is that children should learn no so much the facts which are the outcome of scientific investigation but as the process used by scientists. There are five basic processes and eight integrated taught in the programme. The second assumption is that science is best by doing. The third assumption is that the lesson must take into account the empirical finding of developmental psychology. SAPA used the insight of the psychologist Robert Gagne as a guide in the programme design. Each lesson in SAPA specified the particular behavioral objectives of that lesson. Each lesson also specifies the competency measure for that lesson. This represents a very specific way of teaching science and unique contribution to the teaching of integrated science. The strategy is based on the notion that children undergoing very active processes during their growth and development and that science is a participatory subject and not a spectator art (Akinmade 1996). Hence science teaching can not be done by listening and reading alone. Pupils should involve in meaningful activities during which they have ample opportunity to use a functional in intellectual skills called the science process to solve problems. These processes according to Wuyep (1996) are the foundation for scientific inquiry and the generalized intellectual skills selected to learn the concepts and broad principles used in making the valid inductive inferences. Akinmade (1996) found out that process approach improves students ability to apply intellectual skills to solve problems. It also helps the learner become more creative,
17

master science content better; develop position attitude towards science and the scientist. Eniayeju (1994) observe that children who study science through applying science process to solve problem, do learn and remember as many or more facts than those who study science by more traditional methods. Further support for the adaptation of the process approach in science teaching was given by Awodi in Shaibu and Mari (1997) observed that science teacher can not teach science effectively without employing the process of science and neither can students learn effectively without the use of the process of science which is assured by the process approach. In an attempt to meet the instructional demand of the new 6-3-3-4 system of education in Nigeria, Danladi (2003) observed that a greater concern was given on how to organize science lesson in line with the demand of the process approach. This could be the reason why science teaching presently emphasized the 3 Hs (Head, Heart and Hand) and no more the out dated 3 Rs (Reading, Writing and Arithmetic) (Akpan, 1992). In science, process approach content is used to develop processes and both students and teachers are actively involved in categorizing and criticizing information from the object (Mari, 1994). However, research on strategies and methodologies for teaching science in elementary schools has produced clearer evidence that students in the process approach programme learn more than do students in traditional text books based programmes (Breedman, 1997). Report by Karen (1998) also indicates that the process approach programmes of the sixties and seventies. Elementary science study (ESS). Science curriculum improvement study (SCIS) and science- A process Approach (SAPA) were more effective in raising students performance and attitudes than the traditional reading-based programmes.

18

In attaining the above objectives, SAPA considered the interest of the African child in learning of science; it therefore employed the childs own environment and employed the techniques of science as a vehicle (Ogunleye, 1999). SAPA also produce many textual materials, in form of teacher guide and engage in training teachers since it appreciates the role of the teacher in the preparation of learning materials diagnosing the needs of the people. Eniayeju (1994) identified seven additional skills attainable from the process approach which include creativity, counting number relationship, questioning, manipulating, control variables, organization and acquisitive skills.

2.4

Science Process Skills (Gagne; 1971) states that Science Process Skills are intellectual skills needed

to learn concepts and broad principles used in making valid inductive influence. The commission on Science Education of the America Association for the Advancement of Science (AAAS) has identified eleven (11) process skills which are considered to be representative of problem solving activity. Akinmade (1992) and Mari (2001) noted that, these process skills are categorized thus: i) Basic process skills i.e observing, measuring, inferring, predicting, classifying, collecting and recording. ii) Integrated process skills i.e. integration of data, controlling variables, defining operationally, formulating hypotheses, experimenting and

communicating. According to Gagne (1971) the process skills are hierarchically organized with the ability to use each upper level process being dependent on the ability to use the simpler underlying process. Finley (1983) identifies the major features of the process skills as;
19

(i)

Each process is a specific intellectual skill used by all scientists and applicable

to understand any phenomena. (ii) each process is an identifiable behaviour of scientists that can be learned by students. (iii) being generalizable (transferable) across content domain and contribute to rationale thinking in every day life. This study assumes that, subjects are capable of acquiring these intellectual skills that students employ in scientific investigation through planned hands-onactivities. Padilla (1989) in Mari (1994) establish a high relationship between integrated science and formal reasoning ability and postulated that exposure to integrated process skills may have positive influence on the development of formal reasoning. The process-based activity involved the use of seven (7) integrated science process skills. Possession of such skill according to Danladi (2007), is apparent if students can take action to find appropriate information and techniques from the previous experience and bring them to bear new problems and situations. i. Process: Observing (Abdullahi 1982) states that the observation is the first process in scientific inquiry. It is made up of particular event and general principles are developed from a number of specific and consistent cases It is considered to be the fundamental skill by virtue if its position at the foundation of the hierarchy of skills needed to discover knowledge required conducting inquiry. Eniayeju (1994) describes it as the skills of looking and seeing which may be made directly. Thus, the active use of the sense organs during the process of observation according to Ogunleye (1996) enables one to determine the quantity and quality of things and events. Observations are influenced by post experiences often involving instruments (microscopes, hand lens, telescope,
20

etc) and requiring careful recording and description (Karen, 1998). Abdullahi (2007) identifies three broad proficiencies that are logically necessary for achieving observational competence to include:

ii.

making observation well reporting observation well assessing report of observation Process: Measuring (Karen 1998) maintains that, measuring involves assigning numbers to objects

or events that may be arranged in a continuum according to set of values and expression of observation in quantitative terms adds precision and permits more accurate descriptions. According to Eniayeju (1994) measuring employs the use of counting skills to man-made units of length, area, volume, weight and time. The units are initially those developed and applied by the pupil themselves. It is a process which involves the use of an instrument to determine the quantitative value associated with the properties of an object or event (Akinmade 1992, Ogunleye 1996). Mari (1994) identify seven (7) sub-process involved during the process of measuring, thus: ordering objects by inspection in terms of magnitude of selected common properties such as linear dimension area or volume. comparing quantities such as length area, volume and weight to arbitrary unit, taking measurement using standard units. taking measurement of quantities which depend upon more than one variable. converting from one system of unit to another. using and division indirect means to measure quantities. To be proficient in the use of the process of measurement according to Akinmade (1992), students should be able to measure time, rate of change and
21

property of an object, represent an object by scale diagram, draw an accurate map and be aware of the limitations of the various measuring devices in use. In addition, students should be able to determine the area and value of one, two or three dimensional objects. iii. Process: Inferring Inferring as perceived by Ogunleye (1996) is a skill of basing judgment on observed and measured event. Smith and Welliver (1990) see it as an interpretation of ones direct observing, past experiences are generally used as a basis for interpretation. According to Eniayeju (1994) inference implies the cause and effect relationship which may be based on preliminary or sketch data or very well founded data from experiment. The following sub-process are involved in the process of inferring as identified by Mari (1994) are: distinguishing pertinent observation upon which given inferences are based and are extraneous. iv. drawing an inference from a set of related observations. stating cause and effect relationships from observation of related events. identifying and extending inferences to include discrepant event. modifying and extending inferences to include discrepant event. developing plans to test the validity of inferences using inferences from one set of observations to suggest forth observation. Process: Interpreting data According to Smith and Williver (1990) interpreting is a process of using various forms of data to determine the validity of a hypothesis, to organize information derived from an experiment, or revise interpretation of data based on new information. When using the process of interpreting, students are required to
22

determine the pattern or put meaning into it or as well as take meaning out of their experience. They are also expected to provide a justification for the measuring put into their experience and to generalize to other situations on the basis of sufficient evidence (Akinmade 1992). Mari (1994) views interpreting data as a process which involve identifying changes in size, shape, position and judgement of validity and usefulness of data. However, Akinmade (1992) identifies what a student should be able to do to determine competence in the use of skill as follows: make sound generalization from a set of data identify cause and effect relationship provide reasonable justification for any generalization made. draw as many plausible inferences as are permitted by a given data set. test an inference by collecting more data and recognize which data lend support to an inference. Eniayeju (1994) explains that, these skills help the students to collect data, identify cause and effect, provide reasons for justifying generalization and draw inference from a data set. v. Process: Classifying Classifying objects according to Mari (1994), involves sorting and arranging objects according to their similarities and differences. During this process things or events are organized, categorized and grouped, based on observed or measured property to form an easily recognized pattern. Akinmade (1992) identifies six (6) characteristics of a child who attain certain level of competence in using the process of classifying thus the child is able to:

categorize object or system of objects using a given property.

23

determine with reason an appropriate property and categorize objects or systems of objects according to that property.

classify object or systems of objects according to two or more given simultaneous properties.

select and justify two or more appropriate simultaneous properties and group objects or systems of objects on the basis of those properties.

identify the properties on which a given set of objects has been grouped and regroup a given set of objects or systems of objects using a rational procedure.

Eniayeju (1994), sees classification as a process and skill of sorting, grouping and ordering objects by both their quality and quantity. The desired goal in this scientific process is for children/students to develop sensible reasons as bases of their grouping, sorting and ordering. vi. Process: Predicting Making prediction according to Akinmade (1992), involves figuring what future observation will be on the basis of available previous information, identifying some proficiency associated to a person who achieves competence in using the process prediction. Akinmade (1992) suggested that such a person should be able to: find out and explain trends in a given set of data, device appropriate procedures for checking the correctness of the prediction made. present plausible arguments and evidence to justify his prediction; and exercise restraint in making predictions in the absence of reliable and valid multiple observations. Smith and Welliver (1990), see the skills of predicting as the process of determining or anticipating future events based on past observations and experience. To Eniayeju (1994), predicting is a scientific process which arises from a well
24

founded base of hypothesis, theory or even law. With regularly consistent data at hand, one can predict. According to Ogunleye (1996) and Mari (1994) predicting involves forecasting or extrapolating on the basis of past observations.

vii.

Process: Communicating This is the process skill of transmitting acquired information from one person

or group to another which may result in change in behavior. Scientific experiences in observation, data collection, discovery etc. according to Eniayeju (1994), need to be communicated to other people through the means of communication. This will give growth to knowledge and it could be in written words, diagrams, graphs or models. However, Mari, (1994) identifies the following sub-processes involved during the process of communicating thus. describing observation verbally. describing conditions under which observations are made: recording observation in a systematic way. using table and graphs to communicate data planning for communication of procedures and result as an essential part of an experiment. reporting experimenting procedures in a form so that other persons can replicate the experiment. using mathematical analysis to describe interpretation of data.

viii.

Process: Experimenting This is the testing of hypothesis to confirms our guess or disprove it. Initially,

it might be in form of trial and error. According to Eniayeju (1994), experimenting involve chasing after answer along a path that appears faithful. Abdullahi, (2007) states that, designing experiment involves planning a serial of data gathering
25

operations which will eventually provide the bases for testing hypothesis or answering a research questions. The achievement of competence in the use of this process skill according to Akinmade (1992), implies that students are able to. chose, clarify and state the primary variable being investigated in a way that could be tested. confine the number of variables to a manageable number. competently control variables. differentiate between independent and dependent variables. select or design data gathering procedures that are appropriate to the investigation. use the process of observing, classifying comparing and measuring to gather relevant data. ensure the reliability and validity of data gathering procedures employed. record and organize data using tables, graphics representations and models. use the process of inferring and predicting to interpret the data collected. find a rational answer to the research questions posed. Raise new relevant question and design new experiments to find a rational answers or the new research question raised. Experimenting according to Mari (2001) involves designing an investigation to find out the effect of independent variables on dependent variables. Failure to identify significant variables and control them will affect the result. In designing experiments, limitations of the method and apparatus must be considered.

26

xi.

Formulating questions and hypothesis Questions are formed on the basis of an attempt to evaluate situation. They

point to the specific problems to be solved. Hypothesis on the other hand, is based on questions under investigation. Okebukola (1985) defines hypothesis as making wise guesses as tentative and unproven answer to questions raised. It is usually statement that can be tested through experiment. In this study subjects were led to how to use their hands and senses to manipulate the available materials to do as scientists do in the laboratory set up. Students should be involved in science process oriented activities in the laboratory like; hands and minds on activities. Students should learn to use science process skills by engaging them in daily activities, while the teachers supervise their work.

x.

process: control variables This is the process so identifying the influential variables in a system, holding

in a system, holding some constant and varying others to see how system behaves (Eniayeju 1994). Thus the experiment will discover the real role of a variable or factor in a system. ii) Related Findings in the Science Process Skills Approach. The development of a sound scientific, reflective and problem solving capabilities in children as demanded by the federal ministry of education policy document (National Policy on Education F.M.E, 1998) have been the concern of many science curriculum innovators in Nigeria. This could be achieved when children are exposed to the process of scientific inquiry. The Process Approach, because of its unique and distinguishing feature of developing in children, a set of Science Process Skills, will be helpful in this respect, more so, that there are indicators in works of
27

Ronning and Curdy (1982) Lassa and Akpan (1998), showing that students of integrated science performed poorly in tasks involving the use of basic and integrated science processes skills. This trend may be partly due to many factors some of which include students characteristics, teachers and the curriculum content. Report by Karen (1998) indicates that science experience not only enhance operational abilities of kindergarten and first Grade students, but also facilitates the transition from one level of cognitive development to the next in older students; Osisioma and Nzewi (1994) observe that, the difficulty in science is believed to be associated with students intellectual development. In their study, Osisioma and Nzewi (1994) discovered that formal thinkers were found to perform better than concrete thinkers than abstract. In a joint study conducted by Padilla, Okey and Dillashaw (1989), to determine the relationship between science process skills and formal reasoning ability among 500 grade 7-12 students in Atlanta Geogia in the United States of America, a formal operational and integrated science process skills achievement instruments were administered. Result from these two instruments indicated a strong relationship between performance on the two measurements (r=0.73). However, Borich and Baird (1987) observe a moderate degree of overlap existing between integrated science process skills and formal operational thought. Tobia and Tapie (1984) found a significant inter-correlation between formal reasoning ability and process skills achievement (r=0.6 and r=0.71) Akinmade (1996) too noted that formal reasoning and science process skills acquisition and achievement are not independent of one another. The kind of science curriculum students is exposed to play an important role in the development of integrated science skills. Akinmade, (1992) Nwosu (1994), observe a low level acquisition of both aggregate and individual process skills among
28

SS1 Biology students and that students performed better on basic process skills than higher skills. Similarly, Nwosu and Okeke (1995) report that teacher sensitization of students acquisition of science process skills enhanced the acquisition of the higher/integrated process skills like interpreting data. Shaw (1983) investigating the effect of process oriented science curriculum upon problem-solving ability reported that a relationship does not exist between students being involved in the Science a Process Approach (SAPA) curriculum and their ability to apply problem-solving skill to content not covered in the possibility that the use of these skills may transfer to other academic areas and make a person a better problem- solver throughout his life. The selection of process-oriented curriculum and training of teachers are necessary but not sufficient condition for the process skills development and achievement in children. Students must also be optimally involved in the process oriented activities if development must take place. The view expressed by Akinmade (1992) that, students learn how to use science processes by engaging them in their daily activities is crucial. Hence, students should learn the process skills by doing them in and out of school. A study conducted by Tobin (1986) shows that students performance on higher process skills was significantly related to higher students encouragement in collecting in and planning task. This is supported by Strawltz (1989) that, students using self-instructional materials significantly out-performed students taught process skills by a teacher. Nwosu (1994) also maintains that, science process skills development requires direct involvement in scientific activities and procedures in the laboratories and in the field. (Machlin and Oliver, 1993), Simon, Zimmerman, (1980) and (Karen, 1998) research indicated that integration of science with reading and mathematics has produced positive effect on teaching. Reading and activity oriented
29

science emphasized the same intellectual skills and are both concerned with thinking processes. Karen (1998) also notes that, when a teacher helps students to develop science process skills, reading process are simultaneously being developed. When students use the process skills of observing, identifying and classifying, they are better able to discriminate between vowels and consonants and to learn the sounds represented by letters, syllables, Furthermore, Machlin and Oliver (1993) observe that students ability to learn and acquire science process skills enable them apply mathematics to real world problems. At the elementary level, the teacher can provide a hand-On science

activity that facilitates the learning of abstract arithmetic concepts such as number sequencing, regrouping and fraction. Attitude was found to be an important correlate of science process acquisition and achievement. Beaker (1981) reports in his finding that there is a higher correlation of achievement causing attitude than for the reverse, achievement is more related to interest than it is to attitude. Students characteristics play a major role in the shaping of attitude to science, that significant relationship exist between the childs attitude and his achievement. Gyuse and Akinmade (1986) and Wareing (1990) in a related study stated that although a one-to one correspondence between attitude and behaviour is yet to be definitely proved, the ability of attitudinal characteristics influencing behavioural outcomes, can be categorically denied. This shows that, there appear to be no cross-age causal relationship between attitude and students behavior or characteristics. Study on the relationship between attitude and achievement in science process which indicated a fairly significant relationship between the two measures was observed by Houtz (1995) and Danladi (2003) who discover that there were no significant differences between attitude towards science as a school subject for males

30

and females regardless of their instructional strategy. Baker (1985) specially found that middle school females had significantly higher attitudes than males. Nwosu (2001) in a study reveals that exposure to science process skills based learning involving activities for both females and males (experimental group) yield a more effective learning irrespective of gender and ability level. It is in line with Yoloye (2004), Nworgun (2005) and Usman (2010) who share the opinion that if males and females are given equal opportunity, they will perform equal well. The findings also show that Science Process Skills Appraoch is gender friendly. Therefore, the Science Process Skills Approach has potential of enhancing both males and females subjects academic performance in Integrated Science of the Junior Secondary School level. Also Ogunboyode (2003) who independently reported that males are better than females in terms of educational achievement when independently carried out studies on gender differences and students achievement at the primary and secondary school levels. Report by Danladi (2003) also reveals no significant difference in

achievement between females and males on task involving process skills acquisition. There is thus, the need to use activity-based learning in schools to help learners especially females who are denied these opportunities at home to acquire the process skills. Nwosu (2001) suggest that gender stereotyping has to be discouraged in the homes, school and societies to enable girls participate freely in skills basedactivities.

2.5

Overview of Similar Studies on Process Skills Approach Process Skills Approach according to Abdullahi (2007) since the mid-fifties,

revolutionary changes have taken place in the teaching of science. Teams of scientists and teachers have attempted to bring about far reaching improvement in science education at all levels, including the elementary school level. In the same vein, this
31

study is similar to the above observation, it is because, the researchers have suggested that, Science Process Skills Instructional Strategy should be included into Integrated Science Teachers Training Curriculum. In order to produce teachers who would be able to handle teaching of Integrated Science effectively. Using the practical activities such as hands on and minds on activities to improve the academic performance of Integrated Science Students most especially at Junior Secondary Schools in Nigeria. This strategy of teaching originated in United States of America (USA) in 1960s. This strategy assumes that, science is much more than an encyclopedia collection of facts and that, children even in the primary level will derive much more from the study of science if they learn the behaviour of scientists (Mari, 2001) pointed out that, although behaviour of scientist are complex, they have been classified into a number of process skills, some simple and some complex. The acquisition of these intellectual activities of the scientist, the process skills, forms the goal of science instruction. Mari (2001) asserts that, because of the importance of science process skills in inquiry, they are described as scientific reasoning skills. German, Aram, and Bunde, (1996) also pointed out that, classroom studies of scientific reasoning in science education have centered on the basic and integrated science process skills as they are elements in inquiry. Gagne (1971) describes Science Process Skills Approach as the foundation for scientific inquiry. The integrated science process skills form the core of hypothetico-deductive form of inquiry based on, hands-on learning in which students are reasoning to construct knowledge by recognizing and stating problems, asking questions in a manner that will allow them to pursue answers, formulating hypotheses, identifying variables, reaching conclusion concerning their observation and questions about natural phenomena. The commission on Science Education of America Association for the Advancement of Science (AAAS) with financial support from the National Science Foundation
32

embarked upon the preparation of science programme for the elementary school. Kindergarten through the grade six materials were first written during the summer of 1963 and each of the subsequent summer through 1967. Furthermore, the effort gave birth to a new curriculum called Science A Process Approach (SAPA). This curriculum considered the process approach as its main instructional strategy for teaching and learning of science. Lomask and Lazaorcitz (1989) observed one of the advantages of teaching science process skills, is their transfer effects to other academic curriculum area, exposing students to process skills as an instructional strategy which also enhances learning because what students learned through doing increases their ability to retain the knowledge learnt. Abdullahi (2007) explained that, science process skills can also be used by the teachers to identify the different abilities in students and help them to understand the process skills approach being taught. The emphasis is due to the significance of the process skills in learning of science, Eniayeju (2001) opined that, in science teaching, memorization of facts is discouraged. Activities that foster process skills development are promoted. This is because in Piagetian classification, when children enter formal operational stage. They are no longer tied to tangible problems. They think about the possible ways as well as the hypothetical, they think about abstract problems systematically and generalize about the result. The child at this period begins to consider all possible explanation to a problem. The process approach, because of its uniqueness and distinguishing feature of providing variety of stimulating experiences, may be found useful in enhancing process acquisition and performance in integrated science, children operate at the concrete operational level. They need concrete first hand experiences in order to understand science. Practical work helps to stimulate interest and get the child involved in the learning process. It is very essential for the
33

acquisition and development of techniques, process and problem solving skills. Eniayeju (2001) further observes that, knowledge of the available strategies or teaching methods as they are often called, and appropriate materials to use are some of the major factors that distinguish competent science teachers from those who are less capable. The researcher also outlines five factors to be considered in deciding whether or not to use a particular strategy or type of method. These include: How would the strategy contribute to the academic performance of the various components of scientific literacy? For example, will it use performance only in pupils learning of facts, concepts and principles or will students also be able to develop attitude, interests and values?. Why is the strategy appropriate for the students being instructed? For example, lack of laboratory bench skills or class management problems may warrant a demonstration rather than individual laboratory work at the beginning of a course. Is the strategy the most effective method of instruction? For a example, a film show may be a more effective way of introducing a topic rather than a class discussion, a reading assignment or in situations where expensive pieces of equipment are not available. What strategies have been used in recent lesson? For example, students like variety and will become tired of even highly stimulating strategies such as laboratory work and demonstrations if one strategy is used monotonously. Are materials or the necessary financial resources available for using a strategy? For example, using a film showing complicated processes or distant place like the moon may be more economical than visiting those places or seeing the processes physically.

34

Science process skills generally are divided into those that are cognitive in nature (i.e. concern intellectual abilities) and those that relate to practical abilities. Manipulative, observational skills, for example those belongs to the later category, whilst the recall and application of knowledge, the interpretation of information and problem solving are examples of cognitive skills. For the treatment of (Science Process Skills Approach) have significant effects on Students Academic Achievement. This has to be emphasized in the curriculum, Demystifying Science Process Skills Approach showing in practical terms their relevance in Science Teaching and Learning in Nigeria Secondary Schools.

2.6

Concept of Varied Ability as a Factor in Learning Science For larger schools with children of a given age, several classroom groups

should be provided for them Thorndike and Hagen (1997). The grouping may be done at random or in some systematic way. One of the approaches has been widely used over the years to place children in a sorting out of Homogeneous Grouping. This type is done by placing children with basically similar cognitive ability in the same group. This is done so that, the teacher could adapt the tempo and content of instruction to the characteristics of a class that is being taught. Thorndike and Hugen (1997) affirm that 95% of a class population falls into the middling average in the United States of America. In the Nigerian situation the middling average is usually lower than 95% of the groups total population [Aliyu, 1987, Aboderin, 1987 and Lakpini 2006]. According to Ajewole and Okebukola (1988) categorizations of varied ability are: high ability group from 60% and Above average ability group from 50% to 59% low ability group from 0% to 49%
35

Using Ajewole and Okebukola (1988) mode of categorization of grades scores, upper 25% is for high ability group, middle 50% is for average ability group and bottom 25% is for low ability group. Adegive (2000) further observes that, there was need for the females to substantially relate scientific concepts to their day-to-day lives. This state of affairs needs rectifying and an obvious place to start is with the education of the teachers themselves. For this study, students would be grouped using the ability grouping above based on their pretest scores. Ridgeway (2004) reports the outcome of a study using interactive lecture strategy and lecture and note method. The researcher used two classes of students. One class- comprised students who were termed, gifted (high or brilliant) and the other class comprised the not so gifted who were termed the basic (Low ability). The gifted students were taught using the usual lecture-and-note methodology, while the basic class was taught using the interactive lecture strategy. The two groups were taught three units on evolution and they were given the same test at the end of the treatment. The test according to the study had difficult multiplechoice questions and several short answers and essay questions that required students to apply their knowledge. At the end of the test, the basic class (Low ability) had a high-class average than the gifted class, it was also found that the basic class students essays were almost the same with those written by the gifted students and the very best essay of all was written by one of the students in the basic class. This study revealed that the academic performance of low ability students can be improved using an improved teaching strategy. This study aimed among other things, to group students into varied ability groups because of the disadvantages associated with heterogeneous grouping. According to American Association of Physics Teachers (2001) heterogeneous group students who are:
36 35

ambitions and talented may take a large portion of group take and then resent the other group members who made minor contribution both will receive the same amount of credit as the one who did the work.

Lazy and neglect to do their part will hide under the system that reward them in spite of lack of effort.

In possession of strong leadership skills over whelm the rest of the group with their ideas even if others have better and more acceptable ideas. Academic achievers are of different types. Collia (2002) and Nonye (2009)

identify three categories of academic achievers listed below: (a) The High Abilities: Collia (2002) referred to those who did not ascribe their

fate to luck or to vagaries of chance but rather to their own personal decisions and efforts. Studies by Rosenshine (1980) and Coleman (1986) further show that, the most important single ingredient in achievement is feeling of self ability of self-directed competence. Competence as defined by Uba (1987) means knowledge acquired both as a result of instruction and experiences outside the educational system. (That is outside the four walls of the school). James (1991) describes the high ability as those students who perform well in test, assignments and examinations. Ofonime (2007) further describes the high abilities as students whose academic potentials are above class average and their performance described as good. (b) Average Abilities: These are the group of students who according to Taylor

(1999), Eleda (2002) and Awe (2003) can only record average abilities, not because they are not capable of doing better, but partly because they cannot put in extra effort to attain better achievement. They are therefore, contented to remain average. For this reason; they content themselves with the classroom learning without trying to reach out to other information.

37

(c)

Low Abilities: As described by Humel and Sprinthal (1965) and Ashilley

(2001) is the group of students who perform poorly in tests, examinations and also are easily distracted and less able to set about tasks in an organized manner. They further stressed that these students were less able to control their own basic impulses and their destiny Oforime (2007) also describes the under achievers as students whose academic potentials are judged below class average while their performance is described as poor. Low abilities students need constant study, evaluation and help so as to reverse their condition Ayeremoi (2001) and Chadua (2002) identified the problem of the low ability students to be one of the more tragic dilemmas in education. Bonnie (2003) is of the view that, the problem of the under abilities illustrates per excellence the importance of the motivational variables in academic success. These motivational variables according to him include social class difference and educational background of the teachers. Mueller, Chase and Walden (1988) reports that students that received more immediate feedback as a result of individualized attention were able to achieve higher as in the case of both below average and above average age students. Contrastingly to all these views, academic abilities according to Musa (2000) refers abilities as the quantity of result produced by students as reflected in the quantity of their examinations. This study attempt to group students according to their abilities in order to ascertain to what extent using Science Process Skills Approach could affect the performances of students of integrated science, in the varied abilities group as a factor in learning science.

2.7

Ability groups in relation to academic performance Ability groupings refer to several distinct practices intended to reduce the

range of the students academic performance in an instructional group. Salvin (1987)

38

found that high average and low ability groups recorded the same level asked to remember previously presented information when it is offered to him again Schunk (1987) indicated, that average and low ability students model on students of like ability and not students of high ability. Schunk (1987) further reported that students of low and average ability flourish or become better students in their academic performance when the gifted (high ability student) are not present and leading the competition. Fieldhusen and Moon (1992) agreed that grouping students with similar academic performance and talent is essential if the desire is to help students achieve at levels experience, but also in the process of closing the door to many future occupational opportunities. The different literatures cited have showed some gender differences with respect to academic performance of the students. The differences have consistently favoured the male, the causes of these differences is not well understood. The explanation for the observed differences in gender difference in Integrated Science is inconclusive. This study intended to find out if the Science Process Skills instructional strategy would enhance academic performance in the same proportion in the various ability groups or even raise considerably the performance of subjects in the low ability significantly, when compared with those taught using traditional method. The study also desired to find out if Science Process Skills Instructional Strategy will trigger differential effect on the subjects in the high, average and low ability groups.

2.8

Instructional Methods in Science Education The development of sound basis of scientific and reflective thinking as

demanded by the National Policy on Education F.M.E, (2004) could only be achieved when science is properly and effectively taught. This calls for the provision of opportunity for the students to manipulate and explore their environment through
39

interaction with materials and equipments (hands-on activities) there by behaving like scientists. (Gumel,1995). He/she should have a great deal of knowledge, problem

solving skills, desirable attitudes, appreciation for the contribution of others and the broad interests in integrated science. Eniayeju (2001) assert that, science education contributes to critical thinking. A science lesson of an investigative experimental type demand sensory motor involvement and when science is taught through discovery method, activities are structured so that the students learn science concepts principles and also how to use their mind in science related problems. During the past decades science teaching was geared towards memorization of scientific facts. Danladi (2003) observes that, teachers at this time employ teachercentered method of instruction which disallow students active participation in the lesson. Abimbade (2002) asserted that, the strategy for teaching science-based subjects is expected to be different from the lecture method of classroom instruction. According to Harlen, Horoyd, and Byrne, (1995) pedagogical concepts in teaching science process skills support the notion of a relationship between confidence and understanding science. The choice of instructional methods by the teacher in the classroom should depend on the prevailing circumstances of the learners, the subjectmatter or content, objectives or intended outcome of the lesson, as this will lead to the type of instructional materials to be used. The cognitive ability and the developmental stage of the learner and of course, the teacher ability to effectively use the method bring about meaningful learning on students. Bichi, (2005) agrees that despite

all these reasons, the teaching and learning of science in most classes in United States of America are characterized by chalk and talk method. This was pointed out in a study of science and mathematics education by Weiss, Banilower, Memahon and Smith (2001) who found that, the most common instructional strategy used in teaching science was chalk and talk.
40

Teaching strategies can also influence the attitude of students positively or negatively. Reports have shown that instructional strategy affects the attitude of students positively. Olorukooba (2001) reports that, students taught using cooperative learning strategy in science teaching have a positive attitude to the educational benefits derived from group work, Samba (1998) reported that conceptual change of instructional strategy significantly improved students attitude towards science. AJewole (1997) found out that guided discovery help students develop significantly more favourable attitude of science process skills than the lecture method. Mari (1994) posits that good instructional methods would emphasize learning process of what students will do by themselves under teachers assistance. In this way, students will find out things for themselves by identifying problems and seek solutions to them, they will be encouraged to make inquiries, prediction, investigations, description explanation and draw meaningful conclusion. Usman (2000) and Bichi (2002) observed that what students learnt when instructional activity-based method is employed, the learning outcome are significantly retained which resulted in students academic achievement in Biology and integrated science. Abdullahi (2007) also notes that, despite the reported emphasis on science process and inquiry skills, classes at all levels are much more likely to stress having students to learn to explain ideas in science. However, towards the end of 1950s emphasis was shifted from the lecture method or chalk and talk method to learning by doing. Nigeria is not left out of this growing culture. Science teaching had its root in the primary schools to higher level. Modern science teachings emphasize hands on activities approach as well as students active participation. Akinmade (1992) believes that students participation in science lesson is required for learning to take place. Active participation of students in science lesson is also important as it tends to increase discipline and students management of problems.
41

Some studies such as Beumont-Walters (2001) shows that, instead of using the didactic approach, teaching science through the use of activity-based approach significantly improved student's performances in science. Akpan (1992) observes that, the recognition of the superiority of activity- based instructional method over other methods has resulted in the recommendations of the Science Process Skills Approach to science teaching as a method of instruction in science classes. Activity-based science programme which provides students with the opportunity to interact with objects and materials is often recommended to teachers, on the ground that they improve students attitude (Akinmade, 1992). This is so because the learning activities force the students to formulate hypothesis, control variables, and make operational definitions and to carry out the various scientific skills and processes. Atadoga and Onaolapo (2008) hold that teaching methods and techniques have to be varied and mixed in real life situations. However, there are general rules, which facilitate the selection of appropriate and adequate approaches of imparting knowledge or developing a particular skill for students outside integrated science, but they have been found to have instructional value for science teaching. The teachers have to consider his personal ability in selecting the methodology for a science lesson, as rightly observed by Aliyu (1982), Atadoga and Onaolapo (2008) as follows: The pupils age, previous knowledge on the topic and general ability. The teacher must bear in mind that the class may not be homogenous in ability but mixed. The topic to be taught, the content of the topic including the concepts to be taught must be well understood to make the choice of an appropriate method easier.
42

The teachers effectiveness in handling a particular method. Whatever advantage a method may have, if the teacher is not competent to use it, the students may suffer unduly.

The timing of the lesson is also very important. For afternoon lessons, methods that will make the students to participate actively are advocated so that students can be alert and attentive.

The class size is a very serious factor in the choice of method of teaching. For example, choosing a demonstration method for a class of over one hundred students is suicidal, because the teacher will not be able to control or direct the class appropriately.

The available resources at the teachers disposal will be an important determinant in the choice of teaching method. Aliyu (1992), Atadoga and Onaolapo (2008) observed that, it is very clear that

science teachers cannot be dogmatic in their daily choice of methods of teaching, they are of the opinion that, teachers should change or vary their methods of teaching as many times as the need arises. A science teacher may introduce a lesson with a method, goes on to develop the lesson by one or more other methods and ends the lesson employing a different method. The frequency with which the teacher changes his/her method of teaching will depend on the concepts skills or attitude to be developed in the students (Atadoga and Onalolapo, 2008). Aliyu (1982) argues that, there are several methods that teachers of science education employ in the classroom to present scientific facts, information, principles, skills or concepts to the students. However, some methods are more frequently used than others. Frequently used and general methods include the following:

43

Lecture method Science Process Skills Approach as an instructional strategy and related findings on Science Process Skills Approach in relation to achievement and attitude.

Lecture or Chalk and Talk Method Lecture method traditionally referred to as didactic approach can be define as a teaching technique in which one person usually the teacher present a spoken discourse on a particular subject (Dienye and Gbamanja, 1990). This is the method of teaching that emphasizes chalk and talk in the teaching of science subjects. (Aliyu, 1982) asserts that more than 80% of scientific information and principles are delivered as lectures. Teachers embrace these methods for easy coverage of the school syllabus. It is characterized by one way flow of information from the teacher, who is always active, the students who are always passive. In its true nature, the lecture method is not effective for science teaching Aliyu (1982), James (2000) and Usman (2000) argues against lecture method, because it does not promote meaningful learning of science. The differences in students ability are not considered because it cannot satisfy the difference in individuals such as slow learners and fast learners. The students easily become restless and disruptive since their attention span is very limited. Furthermore, the aspect of relating the method of instruction to students academic performance in integrated science is another area of study, more especially at JSS III level. Lecture methods are employed as one of the variables in this study.

44

2.9

Academic Performance in Science Education Academic performance is the measure of the student-learning outcome at the

end of teaching learning activities. This can be assessed by outcomes and improvement in the performance resulting from education. Science educators have given various definitions of academic performance Marshal (1971) defines academic performance as the extent to which a person has possessed something or acquires certain information or skills. Academic performance is relatively defined in different ways by different authors depending on the issues at hand. Academic performance as defined by Chadau (2002) is what students are able to gain in the senior secondary school certificate examination (SSSCE) after completion of the senior secondary school instruction. Academic performance, according to Imo (1997) is seen as a situation where the nation expects students to make their contributions to the society after they leave school. According to Uba (1987) believed that academic performance is about knowledge and skill possessed by an individual as a result of instruction or specific curricula that has been administered. Academic performance according to Dike et al (1999) is an appraisal of a students educational growth. It also assesses what a student has learnt in school or other situations where teaching and learning are intended to go on. Schofied, (1972) sees academic performance as a students relative growth in a given field of work. Achino (2000) considers academic performance to the level of an individuals educational growth in a test when compared with the scores of others of the same level. Academic performance to Idowu (1990), as a students acquisition of knowledge, in school subjects such as mathematics, English, science, social studies in the schools setting. While Akindehin (1999) views academic performance as what students have been able to gain at the end of a given period of instruction. Nnachi (2002), on the other hand, noted that science academic

45

performance is a quantitative indication we have of the positive result of behaviour accruing from the study of science. Generally, academic performance means accomplishment or proficiency of performance in a given skill or body of knowledge. (Abdullahi, 2007) academic performance according to Amuset (1994) is the knowledge attained or skill developed in the school subject, usually designated by test score or by means assigned by teacher. Usman (2000) describes academic performance as the assessment of how much students have learned, the extent to which a student has acquired certain information or mastered skill usually because of planned information or training. In this study, therefore, the academic performance is in relation to the assessment of how many students have learned in a given situation. Therefore, the integrated science academic performance in this study will be based on this idea. Thus, the study would investigate the effects of Science Process Skills Approach on academic performance and attitude of JSS III integrated science students with varied abilities. The major objectives of teaching are to promote the understanding of the concepts being taught with a view to applying such knowledge to real life situations and to promote academic performance of students in sciences. The consistent poor academic performance and negative attitude towards science attest to the fact that science teaching procedure has not been perfectly done. Hence, the concepts being taught are not properly understood due to improper science teaching which has led to poor academic performance in science subjects (Eta, 2000). Therefore, science teaching needs appropriate method of instructional strategy that will best achieve the aim of science teaching, thus improving the academic performance and enhancing the positive attitude towards science subjects. Reports indicated that students achieved poorly in secondary schools science subjects Akubuilo, (1995), Ajewole, (1997) and (Lakpini, (2006). These researchers
46

expressed the view that teachers shy away from activity-based teaching methods and rely on the teaching methods that are easy but most often inadequate and in appropriate. Based on such findings, several attempts have been made to investigate the effectiveness of teaching methods on academic performance in integrated science, (James and Shuaibu, 1997). Abdullahi 2007). Result from these studies indicated that innovative teaching method such as processes approach, guided discovery cooperative learning and inquiry methods were more effective than the lecture method in enhancing students cognitive performance in process skills at junior secondary school level.

2.10

Gender and Science Education Erinosho (2005) notes that, the main concern in the field of science education

is the biases and misconception about women and science i.e. science is a male enterprise. In Nigeria and Africa, gender bias is still very prevalent (Arigbabu and Mji 2004). This is a view to which Onyeizubo (2003) alludes by pointing out that sex roles are somewhat rigid in Africa, particularly in Nigeria, gender as a factor in learning science education is emphasized. Bichi (2002) explains the concept gender which refers to the content of masculinity and ferminity found in an individual. While there are mixtures of the two traits in human beings, the normal man has a preponderance of the masculinity and the normal female has a preponderance of feminity, (Oakkey, 1993). Gender-related issues have attracted the attention of many researchers in science education for males and females in the secondary schools. Many studies have investigated the influence of gender on academic achievement or performance. Studies in Singapore suggested that males achieved better than females in mathematics (Kaure, 1992). Similarly in West Indies, Driver (1993) reports superior
47

performance of females in mathematics and physical sciences to that of males. In Great Britain, Coats (1994) observes that males tend to have far more out of schools experience of scientifically based activities than girls. Eta (2000) reveals that males have a head start advantage over females in opting for science related careers. In the same vein, studies of Stemkamp (1982), Jedege and Inyang (1990) reveal that, females are more prone than males to exhibiting fret and anxiety that are related to science tasks. This is particularly so in the academic situation. A number of researchers have come up with reasons for gender-related differences in science achievement. Becker (1981) observes that teachers spoke more frequently to males, asked the males more questions. Praise males for quality work and females for neatness. Sadker and Sadker (1985) reveal that male students received more praise and criticism from teachers than the female students during teaching and learning situations. As it was reported that, there is a low participation of females in high school courses in science and technology as well as the low numbers of women who hold professional careers in science or technology Idowu (1990). However, data collected by Shemes (1990) also reveals that males are more oriented towards hard courses like science subjects (chemistry, physics, etc). Females prefer the soft subjects such as a human physiology, plant life, Zoology, Biology. Young and Frasher (1994) report that gender differences in integrated science occurs as a result of a number of social factors both at home and at school, and that gender as a factor in learning science education appear to be greater in some schools, than others, although statistically achievement were also found among SS II chemistry students favouring males (Young and Frasher, 1994). A study conducted by Lock (1992) on gender and practical skill performance on integrated science indicated that, there is no gender difference in observation,
48

reporting, or planning skills and there was no differential performance in the use of scientific knowledge. The report also indicated that males performed better in interpretation than girls. However, report by Mari (1994), Shaibu and Mari (1997) reveals that there was significant difference between the male and female subjects. In their ability to solve problem requiring their understanding of science process skills as a pre-requisites but the female subjects were significantly better in their understanding of science process skills than their male counterparts. A study conducted by Ameh (1980) determine the influence of sex upon the acquisition of science process skills revealed that males were better at using numbers, measuring and experimenting than girls. While females performed better in the process of observing and inferring. However, the overall mean score of females in both integrated and basic science process skills was found to be higher than that of the males. Similar results obtained by Shuaibu and Ameh (1982), Nwosu (2001) reveal that exposure to science process skills based learning involving activities for both females and males (experimental group) yielded a more effective learning

irrespective of gender and ability level. Report by Danladi (2003) also reveals that there is no significant difference in achievement between females and males on task involving science process skill acquisition. Nwosu (2001) suggests that gender stereotyping has to be discouraged in the homes; schools and societies to enable females participate freely in skills based activities. It is also important to note that integrated science is the grass root subject that introduces children into the field of sciences. If equal opportunity to education has been taken care of at this level, it thus provides sound bases for reducing gender biases and misconceptions. This study desired to find out if gender as a factor affect learning science taught using Science Process Skills Approach.

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2.11

Attitude of students to Learning Science According to Mukherjee (1987) and Omotayo (2002) attitude plays a vital role

in students learning. There are various definitions of attitude. Victor and Lerner (1995) define attitude as a psychological construct or latent variable inferred from observable responses to stimuli. They noted that attitude regulates behaviour that is directed towards or away from an object or situation or group of objects or situations. Aro and Ekwere (1985) defines attitude as a predisposition to act in a positive or negative always towards persons, objects, ideas and events. Gagne (1971) defines attitude as an internal state that influences the personal action of an individual. Attitude according to Ezenwa (1993) is what educators refer to as affective domain it is a continuum from positive to negative. It is the disposition respond positively or negatively. Attitude, once established, help to shape the experiences the individual has with object, subject or person. Although attitude changes generally, people constantly form attitudes and modify old ones when they are exposed to new information and new experiences Adesina and Okebukola (2005), Okebukola (2009) Observe that, the teachers have the opportunity of structuring lessons co-operatively, competitively or individualistically and the decisions teachers make in structuring lessons can influence students interactions with others, knowledge and attitudes. Ogunleye (1999) reported that, many students developed negative attitudes to science learning, probably due to the fact that teachers are unable to satisfy their aspiration or goals. Alao (1990) reported that there is positive correlation between attitudes and performance in the science subjects. Co-operative learning experiences can promote more positive attitudes towards the instructional experience than individualistic methodologies Johnson and Johnson (1989). Udousoro (1999) reveals that, gender ability of students failed to have a significant effect in the co-operative group. The
50

improved attitude is due to the novelty of the approach, evidence supported for the use of co-operative learning in physics according to Okebukola (2004) higher level of thinking skills, increase students retention and foster team building. Hence, the improved students attitude in physics will enhance students performance in the subject. In the study that examined the relationships between students attitudes towards cooperation, competition and their attitude towards science education, the results indicated that students cooperativeness and competitiveness, was positive related to motivation. Johnson and Ahlgren (1986), Tjosvold, Marine and Johnson (1997) found that cooperative strategies promoted positive attitudes towards both didactic and inquiry methods of teaching process skills and students taught by cooperative strategies. This type of learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of integrated science. Affective domain attitude needed for science process skill approach: Garba (1993) state that, the affective domain is concerned with learners social development, the inculcation of new positive attitudes, values, interest, feelings and social interactions. This is equally an important domain which is difficult to teach and be evaluated. Yalams (2001) views that, Krathwohl and associates developed the affective in 1964. Affective learning outcomes are those behaviourial changes that are not readily observed. They are internalized and are more concerned with the inner minds and feelings of the learner, it manifestation is hardly seen from the outside such changes include attitudes, values, feelings, emotions, appreciation, mode of adjustment and interest. The affective learning outcomes are in five stages. They are characterization, organization, valuing, responding and receiving Solomon, Ikwuam, Gayus and Mohammed (2003).
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Teaching Affective Domain: Teaching cognitive is easier than teaching attitude; interest and values are taught through association. Attitudes are developed in several ways. Some individual develop their attitudes by imitating other people consciously or unconsciously Okorie (1989). Usually people acquire the attitudes of those with whom they associated. Bello (1981) notes that, people develop attitudes from emotional experiences usually resulting in unfavourable attitudes. Similarly a persons attitude towards another person and an object are as a result of information gathered on the subject and on the person. On the other hand, in order to develop ideas in the students, they must be helped to comprehend what the goal is and that such a goal is desirable like wise the development of appreciation and interest follow the same pattern as the development of other attitudes. In developing values in students, educators like Curzon (1980), Fagbulu (1985) and Ezekiel (2008) suggest the follow steps: Encourage students to make choices, and to make them freely. Help students to discover and examine available alternative when faced with choices. Assist students with alternatives thoughtfully, reflecting on the consequences of each. Encourage students to consider what they cherish and prize. Give the students opportunity to make public affirmations of their choices Encourage students to act, behave live in accordance with their choices. assist students to examine reported behaviours and patterns to their life.

Several educators have considered different methods of teaching attitudes and values. Okorie (1979); Farrant (1980); Bello (1981); Fagbulu (1985) and Yaya (2001) enumerate the following methods to be vital for teaching attitudes.
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The teacher need not to use lecture method when teaching attitudes, instead the teacher can use informal activities based work to convey the idea.

The teachers need to provide the students with models which they can identify with and imitate. Some Science Process Skills Approach, current events, which have bearing on the topic, can be utilized as vital models.

The teacher needs to avoid preaching and dictating rather, the teacher can appeal to reason.

The teacher can adopt such teaching procedures as role-playing; discussion groups, problem solving, case studies and other approaches which enable the students find their own answer.

The teacher can use audio-visual aids such as films to present attitudes. This can be followed with a detail discussion with the class so that, the students can draw the inferences objectively.

The students should be encouraged to find out the facts and information for themselves. In other words, their thinking can be challenged always by the science teacher asking the students series of questions such as: how did you prove your facts? How reasonable is your thinking.

The teacher can live an exemplary life so that students can identify him and model themselves after him. Among the methods of teaching attitudes, interest and values suggested above

is the model method. According to Ilori (1992) using the modeling approach, the teacher can be an example to the students. A teacher teaches much more by his actions than by his words. The principles of modeling state that, one needs to show students how to do something correctly as well as to tell them. The principle of modeling applies whether people are aware of it or not. Teachers of integrated Science Practicing Science Process Skills Approach (SPSA) need to set good example
53

while teaching Science Process Skills Approach to students. Teachers can demonstrate this by being punctual to their lessons, prepare their notes thoroughly. Get all necessary instructional materials that will aid their lesson presentation. Teacher can use acceptable language in setting examples of kindness, consideration and interest as role models to the students. Students are more likely to learn what teachers present of them with an example model and pattern to watch and imitate. When a students attitude towards a school subject or instructional mode is positive, it is very likely that such a student would develop interest in learning tasks associated with the subject. The learner who is interested in a subject would likely enjoy and fell satisfied in what he is expected to do. The satisfaction they derived would lead to success which in turn would result to high positive attitudes of perseverance, patience and open mindedness which are scientific attitude required for successful science activities Osafehint (1986). There is ample evidence in literature to show that, enhanced science process skills as an instructional strategies increases students interest and more favourable attitude, towards learning science. The researcher intends to study the extent to which the attitudes of students in varied ability group are affected by learning science. The study endearvoured to examine whether there is difference between the attitude of the students who are high achievers, average achievers and low achievers.

2.12

Implications of Literature Reviewed on the Present Study The study has researched into numerous research studies, in the areas of

Science Process Skills Approach and the use of Science Process Skills Instructional Strategy in improving the performance of students of varied ability levels in science. This Science Process Skills Approach have proved to enhance students learning,
54

hence their academic performance. The outcome of these studies can be summarized thus: In some of the studies reviewed, researchers who used Science Process Skills Instructional Strategy in correcting some concepts of integrated science among students reported better, gain in academic performance of the subjects used as a result of improving of this varied ability levels. However, the use of the lecture method of teaching has been shown to be of little help to students academic performance or alter varied ability levels, and reports in literature have also indicated poor academic performance among learners Usman (2000) and Ahmed (2004). In the light of these literature reports, the researcher deemed it necessary to help students gain better understanding of the concepts in integrated science through improving the performance of subjects of the varied ability levels using the Science Process skills Instructional Strategy. It is hoped that, the lecture method students used, which make them achieve poorly in integrated science, will be enhanced. In addition, the Science Process Skills Instructional Strategy has been found by science instructors like Mari (2001), Abdullahi (2007) and Nonye (2009) to have effects on such variables as attitude and gender. These variables have been shown to have effect on learning. Most of the studies on Science Process Skills instructional strategy in improving some concepts in integrated science as well as improving learning have been carried out internationally, a few are indigenous, Shaibu and Mari (1997), Mari (2001), and Danladi (2003). These researchers used the science process skills instructional strategy to teach other areas of Biology and Chemistry. The present study uses James and Karen (2000) model of Science Process Skills Instructional Strategy to teach aspects of integrated science to Nigerian students, in order to determine the effect of it on improving Science Process Skills Approach among the students of integrated science.
55

The uniqueness of the study as follows: The use of science process skills instructional package (SPSIP) models on subject varied abilities interacting in sub-groups according to their ability levels is relatively new in Nigeria. The outcome of this study would therefore be instructive on the possibility of adopting SPSIP model as a learning strategy for students in the various schools in Nigeria. Studies on gender have already been compared the performances of males and females in the class (Lakpini 2006, Nonye 2009).The finding in this study will provide insight into the above issue in some details through comparison based on gender within the same ability group. This will determine whether SPSIP is gender friendly level or not which was missing in the literature cited previously. During teaching activities, teachers assumed that students are at the same ability levels, low ability students that need more attention are neglected in this study, ability levels of students would be given needed attention to enhance students academic performance in integrated science at junior secondary school levels. The studies on attitude have always been the comparison of the overall attitude of subjects of the experimental and control groups. The study on attitudinal change of subjects within the same group based on ability levels is not common in Nigeria.

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2.13

Summary of Related Literatures Summary of related literatures are clearly explains the Concept of Science

Process Skills Approach as science teaching instructional strategy. It also shows the scope of description and importance of Science Process Skills in inquiry, they are described as scientific reasoning skills. The eight basic science process skills include observing, measuring, inferring predicting, identifying, classifying, collecting and recording data. The five Integrated Science Process or Process Skills is composed of interpreting data, controlling variable, defining operationally, formulating hypothesis, experimenting and communicating. In each of the variables mentioned above, they were sub-divided into sub-process involved in each of the skills. In the same vein related findings covering Science Process Skills Approach and academic performance was overviewed. The students with low ability may be expected to have difficulty in understanding some integrated science concepts like energy conversion and the mode of feeding in plants and animals in Junior Secondary Schools curriculum and this could lead to poor performance. Study on relationship between attitude and academic performance in Science Process Skills Approach which indicated a fairly significant relationship between the female and male subjects was observed by Houtz (1995) and Danladi (2003). In a similar study, Nwosu (2001) reveals that exposure to Science Process Skills based teaching and learning involving practical activity oriented for both females and males in (experimental group) yield a more effective learning process irrespective of gender and their ability levels. There is thus, the need to use activity-based learning in schools to help learners especially females who are denied these opportunities at home to acquire the process skills. Similar study of this type at Junior Secondary School Level is required. This study therefore, aimed at investigating the effects of Science Process Skills Approach on Academic Performance and attitude of integrated science students with varied abilities.
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CHAPTER THREE METHODOLOGY 3.1 Introduction The aim of this study is to investigate the effects of Science Process Skills Approach on academic performance and attitude of integrated science students with varied abilities. In this chapter, the methods and procedures employed in conducting the research are presented under the following sub-headings: Research Design Population of the Study Sample and Sampling Procedure Instrumentation Selection of Concepts to be Taught Pilot Study Treatment of the experimental and control groups Data Collection Procedure Data Analysis

3.2

Research Design The research design was a quasi-experimental and control group design

employing Pre-test and post-test, the study involved the use of four classes. A random sampling technique through the use of balloting was carried out to select four (4) coeducational secondary classes, two from each of Potiskum and Fika Local Government Areas of Yobe State. Subjects were randomly assigned to experimental and control groups before the administration of the pretest. This was to ensure that every student had equal chances to participate actively in the study and secondly, to obtain an unbiased assessment of students performances and thirdly, the researcher
58

can have a good varied ability groups among the subjects under study. Intact classes were used because, the principals of the affected secondary schools insisted in using all the students in four classes. Pretest was administered to the subjects, before they were exposed to the treatment in Science Process Skills Approach. The post test was given to determine the effects of the two methods of instructions which was Science Process Skills Approach for experimental group and Lecture method for control group. The same instrument was used in pretest and post test. The experimental and control group subjects were assigned to sub-groups according to their ability levels. The grouping was carried out based on the categorization used by Ajewole and Okebukola (1998) in which the top 25% comprised of high ability, middle 50% average ability and 25% comprised of low ability subjects. The design illustration of the study is represented as follows
H H X1 O2 A L H X2 O2 A L

EG

O1

A L H

CG

O1

A L

Fig 3.1 Research Design Illustration EG CG XO X1 X2 O1 Experimental Group Control Group No Treatment Science Process Skills Approach Lecture Method Pre Test
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O2 H A L H A L

Post Test High Ability Group Average Ability Group Low Ability Group High Ability Average Ability Low Ability

The design pre-test and post test quasi-experimental and control groups design is suitable for this study because of the advantages listed by (Samba, 1998 and Lakpini, 2006.) This could be summed up as follows: a) The superiority of one instructional strategy over the other can easily be tested. b) It gives indications of concept attainment ability or understanding gain by students after they have been exposed to a particular teaching treatment. c) The pretest scores give indication as to whether the groups are equal in the concepts they hold before interaction was given.

3.3

Population of the Study The target population of this study comprised of Junior Secondary Schools III

Integrated Science students in Potiskum Educational Zone of the Yobe State Universal Basic Educational Zonal Inspectorate (YSUBEZI). Potiskum Educational Zone comprise of 28 Government Junior Secondary Schools with a total number of 4,464 JSS III Students. 2,851 males and 1,613 females. The population for this study has already been exposed to integrated science teaching for two years.

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Of the 28 Junior Government Secondary Schools, twenty are co-educational junior secondary schools and eight single sexed secondary schools in the zone. See table 3.1 for details. Table 3.1 Population for the Study Name of the school Fika G.J D.S.S G.D.J.S.S Damboa G.D.J.S.S Danbulwa G.B.J.S.S Zadawa G.B.J.S.S Fika G.B.J.S.S K/gadu G.G.J.D.S.S Kwata G.G.B.J.S.S Potiskum G.G.B.J.S.S Mamudo G.D.J.S.S Garbawa G.D.J.S.S Danchiwa G.D.J.S.S ChadiPotiskum G.G.D.J.S.S Kara G.D.J.S.S Bula G.D.J.S.S Moimama G.G.J.D.S.S Yerimaram (Army) Potiskum G.D.J.S.S Dorauwa G.D.J.S.S. Daya G.D.J.S.S Ngalda Ari-Kime G.G.J.D.S.S G.G.J.D.S.S Dakasku G.D.J.S.S. Gashaka G.J.D.S.S Jummaa G.D.J.S.S Mamudo G.J.D.S.S Badejo G.D.J.S.S. Godowali G.D.J.S.S. Gadaka G.D.J.S.S Maluri Total Types Males Males Males Males Males Males Females Females Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-educ Co-Educ Co-educ Co-educ Co-educ Enrollment of Integrated Science students Males Females 218 184 70 24 205 222 456 211 73 36 65 21 45 25 132 120 88 60 84 367 104 55 60 118 33 109 77 103 215 50 78 14 2851 65 22 30 163 84 33 24 55 19 24 38 36 90 22 33 06 1613 4464 Total No of J.S.S III Integrated Sci. 218 184 70 24 205 222 456 211 109 86 70 252 153 82 114 530 188 88 84 173 52 131 115 139 305 72 111 20 4464

S/No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

Source: Yobe State Ministry of Education inspectorate Division, Potiskum (2010)

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3.4

Sample and Sampling Procedure

A random sampling technique using balloting was employed to select the study sample of 504 JSS III subjects from four (4) co-educational secondary schools out of the twenty-eight Junior Secondary Schools in Potiskum Universal Basic Education Board of Yobe state. This was to ensure that every student had equal chances to participate actively in the study. Secondly, to obtain unbiased assessment of students performances and thirdly, the researcher can have a good varied ability groups among the subjects under study. The selected schools were randomly assigned to experimental group comprising GDJSS Kara/GDJSS Gadaka and Control Group comprising GDJSS Mamudo and GDJSS Gashaka. The samples were drawn from the three comparable ability groups from each of the four co-educational schools using the categorization of subjects into high, average and low ability levels adopted from (Ajewole and Okebukola 1998). The mode of categorization in which subjects grades were arranged in descending order with the top 25% as high, middle 50% as average and bottom 25% as low ability subjects respectively pre test results were used to sort the students into the three groups. Two hundred and eighty two subjects (282) served as the experimental group subjects, while two hundred and twenty two (222) subjects served as control group subjects. The details of the sample for this study are presented in table 3.2 below. Table 3.2 Summary of the distribution of the Samples in experimental and control groups as shown in Table 3.2 as presented below. Treatment Experimental group Control group 1 2 3 4 School Number of Males Females 88 65 78 33 73 36 109 24 3468 158 Total 153 111 109 131 504

Source: Yobe State Ministry of Education inspectorate Division, Potiskum(2010).

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The ratio of males to females in the population of the study (Table 3.1) was about 2:1 ratio of the males to females (subjects) used as sample selected schools presented in Table 3.2 is ratio 2:1

3.5

Instrumentation Three (3) instruments were used for the purpose of this study. These are the

Integrated Science Achievement Test (ISAT) adapted from Inyang (1988) and Usman (2000), Test of Practical Skills (TOPS) adapted from James (2000) and Ashok (2005) and Attitude of Students Towards Integrated Science Questionnaire (ATISQ) adapted from James (2000) and Lawal (2009). These were validated by three penal of experts of senior lecturers of PhD status, Science Education Department, Ahmadu Bello University, Zaria.

3.6

Selection of Concepts to be taught.

The following concepts were selected from integrated science curriculum for JSS III. 1. 2. 3. Energy conversion Method of feeding in plants. Method of feeding in animals. The choice of these concepts was motivated by a number of reasons: Studies show that students have difficulties in understanding some concepts in integrated science. Methods of feeding in plants, animals and energy conversion inclusive. (Onyeneyin and Balogun, 1981; Bomide; 1983, Inyang 1988, Akinmade; 1992, Olarewaju; 1993). The concepts are taught at the junior and senior secondary schools as well as the University level as such the understanding of the concept is very important

63

for the learner. More so, McPherson (2001) stated that students find these concepts difficult either because: They were not taught in most cases or the teaching method used by the teacher was not appropriate.

3.7

Pilot Study Pilot study was carried out on sixty six (66) students of JSS III Integrated

Science in Government Day Junior Secondary School Yerimaram (Army) Potiskum Yobe State. They were randomly picked from two different classes by random sampling through balloting. This is part of the population but not among the schools selected for the study. Integrated Science Achievement Test (ISAT) Adapted from Inyang (1988) and Usman (2000). In the same vein, Test of Practical Skills (TOPS) was adapted from James (2000) and Ashok (2005) was used on the subjects. The subjects used were taught for four weeks by trained research assistants using Science Process Skills Instructional Package (SPSIP), while lecture method was used to teach the control group for the same period of four weeks. Using Ajewole and Okebukola (1988) and Lakpini (2006) categorization, subjects were divided into groups, the upper 25% were placed in the high ability group, the middle 50% constitute the average group while the bottom 25% were placed in the low ability group. Forty (40) question items of Integrated Science Achievement Test (ISAT) were administered to sixty-six (66) subjects. Test retest using Pearson Product Moment Correlation Coefficient (PPMCC) which yield r = 0.69 was obtained following the pilot study while 40 items of Test of Practical Skills (TOPS) test-retest using Pearson Product Moment Correlation Coefficient (PPMCC) which also yield r = 0.96.
64

Similarly, 30 items of Attitude of Students towards Integrated Science Questionnaire (ATISQ) was r = 0.69. After two weeks, Attitude of Students towards Integrated Science Questionnaire (ATISQ) was administered to the experimental group-using-split-half method. The formula-used was the Kuder Richardson measure of internal consistency. i. Reliability Coefficient of the Test Instruments The data collected from the pilot study was used to establish reliability coefficients. ii. Items Analysis The pilot study provided data for item analysis. The data collected were analysed to determine the indices of difficulty and discrimination of each of the 40 items. The facility index or difficulty index indicated the difficulty level of each item. It indicated the percentage of candidates that got an item right. The Facility index of Integrated Science Achievement Test (ISAT) cited by Bichi (2002) criteria was used to select the items as follows. Items with difficulty indices of 0.71, was revised and retained. Items with difficulty indices ranges between 0.60 to 0.70 were accepted without modification. While that of 0.95 were replaced with another new item it is because students scored higher in the item. For this study items that fell between the ranges from 0.60 to 0.70 of the facility index were finally selected. The difficulty level or the case of answering an item and the Discrimination Indices (DI) were derived from the formula as in the equation mentioned below:

.. Discrimination Index= (P1-P2)..

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R = number of correct responses T = the total number of students P1 = proportion in the top 50% responded correctly P2 = proportion in bottom 50% responded correctly This formula was used by Bichi (2002) and the calculated discriminating index and difficulty index are shown on the tables 3.3 and 3.4 in appendix L and M respectively iii. Discrimination index: The discrimination index of a test is a measure of its ability to discriminate between high and low ranking in the test as a whole. Discrimination index for each item was calculated by subtracting the number of students in the lower group who answered the item correctly from the number in the upper group who got the item right. For this study items, which have fallen between the ranges of 0.30 to 0.70 for the discrimination indexes. The discrimination indexes of the construction validation and standardization of Integrated Science Achievement Test for Junior Secondary Schools. The discrimination index criteria are as cited by Bichi (2002) are as follows: 0.40 and above are very good, 0.30 to 0.39 are reasonably good, 0.20 to 0.29 are marginal items that need improvement, while items below 0.19 are poor items to be discarded. Based on these criteria, items marked RR on tables 3.3 and 3.4 were reframed and retained. The details are shown in appendix (N). iv. Validity of the Test Instruments and Instructional Package Validity of the test instruments and instructional package were presented to experts for face validation. Three panel experts who are seasoned science educators of PhD status comprising three University senior lecturers from the department of Science Education, Ahmadu Bello University Zaria were used.

66

The experts were specifically requested to examine whether the items in the instruments: Match the abilities of the students Test what they were set to test and Whether the language used was clear, unambiguous and correct for JSS III

students. In all, ISAT and ATISQ recommendations were made in relation to the language used in some of the items that the language was not very clear while in the TOPS, they suggested the need to include more drawings and diagrams for some questions to make the items clearer. All the suggestions were considered and dully effected. The three instruments were screened and found to be valid by three Senior Lecturers of PhD status, of Department of Science Education, Ahmadu Bello University, Zaria for the tests. (i) Validity of the lesson plans. The Sciences Process Skills Instructional Package was validated by the three panels of experts in Department of Science Education in Ahmadu Bello University Zaria. They were specifically requested to examine whether; the lessons plans covered the units of the study. the lesson objectives were clearly stated the objectives were appropriate to the students level appropriate instructional materials and method were specified. students activities were adequate evaluation questions measured the objectives of the lessons. their suggestions and recommendations guided the construction of the lesson plans.

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3.8

Treatment of the experimental group Based on the pre-test scores of the subjects obtained from these schools The

pre-test result of the experimental group was divided into ability sub-groups as mentioned earlier. The high ability group was divided into 4 sub-groups comprising 22 students each, the average ability group was divided in 4 sub-groups comprising 22 students. The low ability group too was also divided into 4 sub-groups comprising 22 students each. The same way was applied to control group. Each sub-group was mixed up with (Males and Females) to allow for better interaction between the students within the group and also take care of the gender issue. The regular classrooms and laboratories were used for the lessons.

3.9

Treatment of the control group The control group subjects who had earlier been assigned to ability groups

based on the pre-test scores were taught by research assistants whom the regular class teacher was using the traditional method described earlier in the chapter. The lessons were taught through verbal presentation. The lessons prepared had also been validated by groups of experts in Department of Science Education of Ahmadu Bello University Zaria.

3.10

Administration of Instrument The activity based work using the activity-oriented ideas of science process

skills instructional strategy was given to each student; the activity was designed for brainstorming so as to help the students to get prepared for the actual activity. The contact session for both the experimental and control groups was four weeks of 1 hour and 20 minutes per lesson. It is not a regular period, but it was specially organized by the principles of the schools under the study which was requested by the researcher.
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In the experimental group, Science Process Skills Instructional Package (SPSIP) was used, while lecture method was used for control group. In the experimental and control groups, students were assigned into heterogeneous groups. All the necessary materials needed for the laboratory activities were provided by the researcher. The four research assistants acted as guides during the laboratory activities to the students. They cross-checked and assess the activities of the students throughout the contact session. While in the control-group class, the teachers conducted the lesson using the lecture method. The content taught in this group was the same to that of the experimental group and the lesson plan used were prepared based on the lecture method. The students were in their respective classes on the venues allocated to them in their various schools. (i) Marking Schemes, Scoring of Tests and Answer Sheets In the mode of scoring the test instruments, the marking schemes was used and total marks obtained was 40 marks for pilot test in ISAT, and 40 marks in TOPS test, while 30 marks went to the attitude of students towards science process skills. Any correct response was scored one mark while any wrong answer was given zero (0). A detail of the marking schemes are found in appendix D and B. (ii) Scoring of Tests/Answer Sheets All the test answer sheets were scored manually. A subject was scored one mark for each correctly answered item and zero for a wrongly answered item, thus earning a total scores corresponding to the sum of the entire correctly answered item. Houston (1970) opines that, random guessing would occur where the subjects face unfamiliar situation. Here, the subjects in this study had gone through the course on which the tests were based. The scores (both

69

correct and wrong) for all the 80 were used for the purpose of the data analysis. 3.11 (i) Treatment of the Administration Training of Research Assistants In order to avoid teacher bias, four integrated science teachers were invited to do the teaching and laboratory activities. The researcher in this respect acted as co-coordinator. And it was under closed-monitoring and supervision by the researcher. However, four weeks training on how to teach and guide science process-based teaching was given to the teachers. The training was activity-based on the integrated science concepts and the skills chosen. The selected concepts for this study were on energy conversion and the methods of feeding in plants and animals. While the process skills include, observing, measuring, inferring, interpreting data, classifying, predicting, communicating and experimenting. A serious attention was given to the qualification, working experience and the commitments of these teachers. This is necessary in order to avoid teacher factor influencing the result of this study. Intact class was used to avoid the movement of students. However, this arrangement was adopted because the use of the class teachers provides a familiar atmosphere to the testee and thereby promotes performance (Mishral, 1983). Four weeks training on how to teach using the package was given to the research assistants who took care of the experimental group in each of the selected schools. The training took the form of laboratory activity-based work on integrated science employing the science process skills chosen. The researchers attention was given to the qualifications, working experience and commitments of these research assistants. This is necessary in order to avoid teacher

70

factor influencing the results of this study. However, to teach integrated science using Science Process Skills Approach, the following 4-procedures were adapted; i) Identification of the Science Process Skills Approach you want your students to develop and the levels of success you want them to attain in the practice of these skills. ii) iii) iv) the proposed activities. The contact session for both the experimental and control groups were four weeks of one (1) hour 20 minutes per lesson (80 minutes). The Science Process Skills Approach was used for the experimental group while lecture method was used for the control group using the same concepts in integrated science. The administration of the instruments was conducted by research assistants who did the teaching with the assistance of the researcher under close monitoring and supervision. The arrangement was adapted because the use of the class teachers provides a familiar atmosphere to the testes and promotes performance (Mishral, 1983). Attitude of Students towards Integrated Science Questionnaires were adapted from James (2000) and Lawal (2009) and it was validated by three panel of experts of senior lecturers of PhD status in the Department of Science Education Ahmadu Bello University, Zaria. It was administered before and after to the experimental group only, this is because the test was designed to test Science Process Skills Approach of Statement of behavioural objectives specifying the level of skills attainment. The design of activities that would inculcate the desired skills. Provision of adequate materials to the students and guidance on the conduct of

71

subjects of the experimental groups. The questionnaire comprised thirty (30) items. Thirty (30) of the items reflected an overall attitude towards integrated science.

(ii)

Science Process Skills Instructional Package (SPSIP) The researcher adapted Science Process Skills Instructional Package (SPSIP)

from James and Karen (2000). The Science Process Skills Instructional Package was trial tested during the pilot study based on the ideas of (SPSIP) and Nigeria Integrated Science Teacher Education Project (NISTEP, 1993) containing concepts and activities in Science Process Skills Approach. The package was adapted in order to ensure that all the experimental subjects have equal access to the relevant instructional materials. The Science Process Skills Instructional Package (SPSIP), the instrument was developed in (2000) by James and Karen In developing the instructional package, the following text books commonly recommended for basic junior secondary schools were used. Science Teacher Association of Nigeria (STAN, 2005) Nigerian Integrated Science Project, Pupils Textbook 3 revised Edition: Heinemann Educational Books (Nig) Plc. Examination focus integrated science for J.S.C.E Begun et al (2008) University press Ibadan Nigeria revised edition. Asun and et al (2004), Longman integrated science for Junior Secondary Schools Textbook Pupils Book 3 revised edition. Ndu and Somoye (2008) Basic science an integrated science course for Junior secondary schools by Longman Nigeria Plc, Lagos UBE Edition Jegede and et al (1991), New integrated science pupils book 3 Macmillan Publishers London.

72

Three panels of experts of senior lecturers of PhD status in the Department of Science Education, Ahmadu Bello University, Zaria validated the package. Based on the suggestions from the experts and observations made during the pilot study, some activities were restructured to suit the time table arrangements in the secondary schools sampled. iii. Test of Practical Skills (Tops) This instrument developed by James (2000) and Ashok (2005) was adapted by the researcher. It has a reliability coefficient of r = 0.96. The instruments were used as pretest and posttest for experimental and control groups in order to determine the entry level of the subjects. The instrument consists of short answers and multiple choice items which consist of four options (A-D),one of the options is the correct answer and the remaining three, being distractors. The students were asked to select the correct option by ticking the letter bearing in mind the correct answer. The test items were validated by three panel experts of PhD status senior lecturers in the Department of Science Education Ahmadu Bello University Zaria. Table 3.3 Summary of Table of Specification on Test of Science Process Skills (TOPS) S/No. 1. 2. 3. 4. 5. 6. 7. 8. Process Skills Observation Measuring Inferring Interpreting data Classifying Predicting Communicating Experimenting Total Items 7, 8, 11, 13, 16, 23, 26, 29 1, 3, 5, 12, 17 and 30 9, 10, 19, 20, 24, 27, 32 and 38 21, 36 15, 31, 37 6, 14, 40 22, 35, 39 2, 4, 18, 25, 28, 33 and 34 Total 8 6 8 2 3 3 3 7 40

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iv.

Integrated Science Achievement Test (ISAT) Integrated Science Achievement Test (ISAT) was adapted by the researcher

from Inyang (1988) and Usman (2000) to access the students understanding and level of academic performance in integrated science concepts. The instrument comprised of forty (40) multiple choice items with one correct answer and the three distractors for each set. At the end of the test, the researcher collected the test questions and their answers. One mark was allocated for each question answered correctly, making a total of forty (40) marks. All the items in this instrument were constructed using the multiple choice format. Integrated Science Achievement Test (ISAT) was used to generate data on two occasions during the study, namely pretest and posttest. A panel of three experts who are of PhD status senior lecturers of the Faculty of Education, in the Department of Science Education, Ahmadu Bello University, Zaria validated the instrument. They are to access the content and face validity of Integrated Science Achievement Test (ISAT). This was done to avoid bias of the scores. Subjects of the experimental and control groups were given pretest and posttest in Integrated Science Achievement Test (ISAT) before and after treatment. The results of the tests formed the data of this study. v. Attitude of Students towards Integrated Science Questionnaire (ATISQ) The ATISQ questionnaire was adapted from James (2000) and Lawal (2009) and was validated by three senior lectures who are seniors in the Department of Science Education in Ahmadu Bello University, Zaria. The questionnaire was administered to the experimental group only; this is because, the test was designed to test Science Process Skills Approach on academic performance and attitude of integrated science students with varied abilities. Since experimental group was the only group taught using skills-based strategy, the test was administered to the
74

experimental group only. Before and after treatment was used to determine their attitude change. This was to determine whether the subjects still maintained the same attitude towards integrated science process skills after being exposed to the training strategy or there is a change in attitude either positively or negatively. The questionnaire comprised thirty (30) items, the items reflected an overall Attitude towards the Integrated Science. The subjects were instructed to read the instructions on the attitude of students towards Integrated Science Questionnaire (ATISQ) and to respond appropriately depending on what they felt about each time. 45 minutes was allowed for the students to answer the questionnaire. After completion, the questionnaires were collected from the subjects ready for marking and scoring them. Table 3.4 Summary of Table of Specification Based on Attitude of Students Towards Integrated Science Questionnaire using Bloom Six Levels of Cognitive Objectives S/No. 1. 2. 3. 4. 5. 6. Topic Knowledge Comprehension Application Analysis Synthesis Evaluation Total Items 13, 14, 18, 21, 24, 29 1, 15, 22 3, 5, 19, 23, 27 6, 8, 17 9, 20 2, 4, 7, 10, 11, 12, 16, 25, 26, 28, 30 Total 6 3 5 3 2 11 30

3.12

Procedure for Data Collection The data collection for this study involves the following: Integrated Science

Achievement Test (ISAT) the twelve (12) groups from four schools were pretested and post tested with (ISAT). The (ISAT) was marked over 40 as observed in the marking scheme (Appendix D). Attitude of Students towards Integrated Science Questionnaire (ATISQ) was distributed to all students of experimental group to find out their attitude towards integrated science. The subjects were instructed to read the
75

instruction on the Attitude of Students Towards Integrated Science Questionnaire (ATISQ) and to respond appropriately depending on what they felt about each item. After completion, the questionnaire was collected from the subjects, marked and recorded appropriately.

3.13

Procedure for Data Analysis Where a sampled school had more than two streams of JSS III, two intact

classes were drawn by simple random sampling technique. These groups were randomly assigned to treatment. The pre test results obtained from the four intact classes were subjected to statistical to t-test. It was used to find out the differences in their ability level of the subjects. The data obtained was further subjected to Pair-wise t-test to find out the equivalent among the subjects. From equivalent of classes A and B the experimental and control groups were selected through simple random sampling technique employing balloting method using the categorization of subjects into high, average and low ability levels adopted from (Ajewole & Okebukola (1988) ; Lakpini (2006).

The analysis of data for the study was based on data collected. Probability level of p 0.05 was set for retaining or rejecting the hypotheses. The scores obtained from the (ISAT) provided data for testing hypotheses 1- 4. The stated hypotheses along with the suitable statistical analysis used are as follows. HO 1: There is no significant difference between the mean academic achievement scores of subjects in the high, average and low ability sub-groups taught Integrated science using Science Process Skills Approach and their

counterparts taught using lecture method. To analyze the data, statistical tool
76

Two-ways analysis of variance (ANOVA) was conducted to determine the whether there is a significant different between the post test scores of both experimental and control groups, at p 0.05 level of significant. HO2: There is no significant difference in the mean academic achievement scores of males and females of the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach. Two-ways Analysis of Variance (ANOVA) was used to analyze the post test scores of the experimental group at p 0.05 level of significance. HO3: There is no significant attitudinal change to integrated science among subjects of the high, average and low ability groups are taught integrated science using Science Process Skills Approach. To analyze post test scores of the experimental group, Kruskal Wallis Test statistical tool was used at p 0.05 level of significant. HO4: There is no significant difference in the change in attitude of males and females of high, average and low abilities when taught integrated science using Science Process Skills Approach. For this hypothesis, Mann Whitney U-Test statistical tool was used to analyze the pre test and post test scores of experimental group. At P 0.05 level of significance was set for retaining or rejecting null hypothesis. The data generated from the above the hypotheses were used in analysis in the subsequent chapter.

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CHAPTER FOUR ANALYSIS PRESENTATION OF RESULTS AND DISCUSSION 4.1 Introduction The aim of this study is to investigate the effects of Science process Skills approach on Academic Performance and attitude of integrated science students with varied abilities. The analysis essentially involved statistical testing of the hypothesis states in chapter one and three. The level of significance adopted is P< 0.05 level which form the basis for retaining or rejecting each of the null hypothesis were stated. Two ways analysis of variance (ANOVA), Kruskal Wallis Test and Mann Whitney U-test statistical tools was used for the analysis. This chapter contains data analysis, results and discussions. The chapter is presented in the following sub-headings: 4.2 Data presentation/hypothesis testing Result presentation Summary of the findings Discussions Data Analysis, Hypotheses Testing

The research questions, hypothesis and results obtained in the study is presented as follows: 1. What is the difference in the mean academic achievement scores of the

subjects in the high, average and low ability sub-groups taught integrated science

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using Science Process Skills Approach and their counterparts taught using Lecture Method? Hypothesis 1: This null hypothesis stated that there is no significant difference in the mean academic achievement scores of subjects in the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach and their counterparts using Lecture Method. Table 4.1a Summary of Descriptive Statistics of Experimental (Exposed to Science Process Skills Approach) and Control Groups Exposed to (Lecture Method) mean scors of High, Average and Low Ability sub-groups Group Science Process Skills Approach/ Lecture Method Experimental High Experimental Average Experimental Low Control High Control Average Control Low Total Method Science Process Skills Approach Science Process Skills Approach Science Process Skills Approach Science Process Skills Approach Lecture Method Lecture Method Lecture Method Science Process Skills Lecture Method Number Mean Standard Deviation Standard Error

78

28.92

3.49311

.39562

125

24.02

3.05962

.27366

50

23.56

4.79160

.59810

79 128 44 252 252 504

23.78 24.39 16.04 25.30 22.62

3.72246 4.22526 6.08450

.52544 .37346 .91727

Significant difference at P< 0.05 The Table 4.1a above showed that the mean achievement scores of experimental and control groups were High 28.92, Average 24.02, Low 23.56 and control group average 24.39, control high 23.78 and control low 16.04 respectively,
79

with standard deviation of experimental high with the value of 3.493, average 3.0596, low 4.791 and control group high 3.722, control group average 4.225 and control group low 6.084 respectively. These implied that subjects taught Integrated Science using Science Process Skills Approach had the highest mean achievement scores in experimental high. The group taught with Lecture Method had the least mean achievement scores in control low ability group. In order to test for significant difference the students mean academic achievement based on the use of Science Process Skills and Lecture Methods, hypothesis one was tested as below: Hypothesis 1: This null hypothesis state that there is no significant difference in the mean academic achievement scores of subjects in the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach and their counterparts using Lecture Method. 4.1b Summary of a 2-ways Analysis of Variance (ANOVA) of Mean Scores was used which Presented below: Source of variable Between Within Intraction Between Within Total Sum of Squares 4716.124 235721.055 3809.241 8429.368 302682.000 Df 1 2 2 498 504 Mean Score 943.225 235721.055 952.310 16.926 F. Ratio 55.72 13926.20 56.26 24.223 Pvalue .000 .000 .000 .000 Remark

S S S S

Significant at P< 0.05 From Table 4.1b above, the result of the 2-ways analysis of variance shows

that there is significance difference between Experimental and control groups the FCritical is 55.72 and P-value of ,000 df = 1 and 498. Since .P.value .000 is less than 0.05. It shows there is a significant difference in mean scores between the experimental groups. And within the experiments groups, the F- Critical is 13926.20
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and P-value of .000 at Df 1 and 498, since .000 is less tha 0.005, it also indicated that there is significant difference in the mean scores within the experimental groups. But between the control groups that F- calculated is 56.26 and P-value of .000 at Df 1 and 498, since the P-value is less than 0.05, this indicated that there is a significant difference in the mean scores between control groups. And within the control group the F-calculated is 24.22 and the P-value is .000 which is less than 0.05 at Df 1and 498 which indicated that there is significant difference in the mean scores within the control groups. To show which groups among High, Average and Low of both Experimental and Control groups that shows significant difference Scheffes LSD post hoc test was carriedout. The result is presented in Table 4.1c.

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Table 4.1c Summary of Post hoc LSD Multiple Comparism Pair wise Between Experimental and Control Groups of Males and Females in High, Average and Low Ability Sub-groups. (J) Science Process Skills Group Experimental High male Science Process Skills Group Mean Differenc e (I-J) 5.7050* 5.5381* 1.0743 6.7948* 2.2091 -5.7050* -.1669 -4.6307* 1.0898 -3.4959 -5.5381* .1669 -4.4638* 1.2567 -3.3290 -1.0743 4.6307* 4.4638* 5.7205* 1.1348 -6.7948* -1.0898 -1.2567 -5.7205* -4.5857* -2.2091 3.4959 3.3290 -1.1348 4.5857* Std. Error

Sig

Scheffes/ LSD

Experimental Average male Experimental Low male Control High female Control Average female Control Low female

.61922 .66313 .91095 .85167 1.26115 .61922 .57774 .85081 .78701 1.21842 .66313 .57774 .88328 .82200 1.24131 .91095 .85081 .88328 1.03237 1.38958 .85167 .78701 .82200 1.03237 1.35146 1.26115 1.21842 1.24131 1.38958 1.35146

.000 .000 .239 .000 .081 .000 .773 .000 .167 .004 .000 .773 .000 .127 .008 .239 .000 .000 .000 .415 .000 .167 .127 .000 .000 .081 .004 .008 .415 .001

Experimental Experimental High male Average Experimental Low male male Control High female Control Average female Control Low female Experimental Experimental High male Low male Experimental Average male Control High female Control Average female Control Low female Control High female Experimental High male Experimental Average male Experimental Low male Control Average female Control Low female Experimental High male Experimental Average male Experimental Low male Control High female Control Low female Experimental High male Experimental Average male Experimental Low male Control High female Control Average female

Control Average female

Control Low female

The mean difference is significant at P< 0.05 levels When the Scheffes Post-hoc pair wise comparison test was conducted on the mean scores of the three groups it was observed that, significant differences exist between the three groups at P< 0.05. According to the table 4.1c, the experiemental high group subjects had the higest mean performance and this group is significantly
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higher/better compared with experimental average, low and control group high, average and low. The experimental average mean scores is sigificantly different from experimental high mean scores and control low mean scores. The experimental low mean scores is significantly different from experimental high and also different from control low mean scores. In the same vein, the control high mean score is siginificantly different from experimental high, and also significantly different from contol low mean scores. The control average mean scores is significantly different from the

experimental high mean scores, and also significantly different from control mean scores. The control low mean scores, is significantly different from the mean scores of all the other five groups. Therefore, this implies that the experimental high Science Process Skills Experimental group has the highest mean scores of 28.92 while the contrl group with mean scores of 22.62 has the higher mean scores. Therefore experimental high Science Process Skills and experimental method perform higher. This also implies that the null hypothesis which states that there is no significant difference in the mean academic achievement scores of males amd females of the High, Average and Low Ability sub-group is rejected which means that Science Process Skills has effect on the mean scores of males and females of the high, average and low. 4.2a Research Question Two: What are the differences in the mean academic achievement scores of males and females of high, average and low ability groups taught Integrated Science using Science Process Skills Approach?

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Table 4.2.a: Summary of the Descriptive Statistics of Mean Scores of Males and Females of the High, Average and Low Ability Sub- groups taught Integrated Science using Science Process Skills Approach. Science Process Skills Gender N Mean Standard Approach Deviation High Male Female Total Average Male Female Total Low Male Female Total Total Male Female Total 55 23 78 96 28 124 69 10 79 220 61 282 29.50 27.52 28.92 23.84 22.71 23.58 23.97 27.30 24.39 25.30 25.27 25.29 3.77552 2.19233 3.49311 3.17996 2.43215 3.05508 4.85668 3.16403 4.79160 4.60008 3.40652 4.36319

Table 4.2a above showed that mean scores of males and females of the high, average and low ability groups taught Integrated Science using Science Process Skills Approach where males experimental high 29.50, males experimental average 23.84 and males experimental low were 23.97 respectively. For females experimental high 27.52, 22,71 and females experimental low 27.30 respectively with standard deviation of males high 3.77, males average 3.17, males low 4.85 and females high 2.19, female average 2.43 and female low 3.16. This implies that males high ability have the highest mean scores than females in high ability groups, followed by females in the low ability with 27.30. In order to test for any significance on students mean scores of males and females of the high, average and low ability using Science process Skills Approach, hypothesis two was tested as below: The above Table 4.2a showed the descriptive statistics of mean scores of males and females of the High, Average and
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Low within each gender males and females, the table revealed that within the High Science Process Skills Approach both male and female had their highest mean scores of 29.50 and 27.52 respectively. the female respondents second highest mean scores of 27.30 occurs in the Low Science Process Skills, while the male second highest mean scores of 23.97 could also be found in the Low Science Process Skills. This implies that the model could be the best when the High ability levels used Science Process Skills is applied to both males and females. In order to test for significance difference on the students mean academic achievement based on the use of Science Process Skills Approach, hypothesis two was tested as below: Hypothesis 2: The null hypothesis state that there is no significant difference in the mean scores of males and females of the High, Average and low ability sub-groups taught integrated science using Science process skills approach. Table 4.2.b: Summary of 2-ways Analysis of Variance of the Differences in the Mean Scores of Males and Females of the High, Average and Low Ability Sub groups taught Integrated Science using Science Process Skills Approach. Source Between Within Science Process Skills Interaction Between Within Total Corrected Total Sum of Squares 1640.587 107887.233 1017.898 Df 5 1 2 Mean Square 328.117 107887. 233 508.949 Fratio 24.45 4 8040. 601 37.93 1 .015 6.414 PValue .000 .000 .000 Partial Eta Remark Squared .308 *S .967 .216 *S *S

.203 172.119 3689.897 185130.000 5330.484

1 2 275 281 280

.203 86.059 13.418

.902 .002

.000 .045

N.S *S

* Significance at P< 0.05 The Table 4.2b above revealed the existence of significant difference between and within the Science Process Skills Approach in their mean scores. This is because the calculated alpha P- value of 0.000 is less than the P < 0.05 level of tolerance was
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obtained. But there was no significant difference in their interaction between males and females of F-value was 0.05 and P-value .902 which is greater than P-value .000. Hence, the decision therefore was to reject null hypothesis and accept alternative hypothesis that there were significant differences in the mean scores of males and females of the high, average and low ability sub-groups taught Integrated Science using Science Process Skills Approach. Table 4.2.c: Summary of Post Hoc LSD Multiple Comparison (pair wise) on the Difference in the Mean Scores of Males and Females of the High, Average and Low Ability Sub groups taught Integrated Science using Science Process Skills Approach. (I) Science Process Skills Tukey LSD High (J) Science Process Skills Average Low High Low High Average Average Low High Low High Average Mean Difference (I-J) 5.3344* 4.5307* -5.3344* -8037 -4.5307* .8037 5.3344* 4.5307* -5.3344* -8037 -4.5307* .8037 Standard Divation Error .52937 .58470 .52937 .52731 .58470 .52731 .52937 .58470 .52937 .52731 .58470 .52731 P-Value Remark

.000 .000 .000 .281 .000 .281 .000 .000 .000 .129 .000 .129

*S *S *S N.S *S N.S *S *S *S N.S *S N.S

Average

Low

LSD

High

Average

Low

The above post Hoc LSD (Least significant) table 4.2c showed where and the level of differences within the three groups of Science Process Skill Approach groups of High, Average and low. According to the table, significant difference exist between the mean scores of High and Average and also between the High and Low as the computed P- value of 0.000 in each case is lower than the P < 0.05 level of
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significance. However, there was no significant difference between the mean scores of Average Science Process Skills mean scores and the Science Process Skills Low mean scores and vice versa because the calculated P- value of .129 is higher than the P< 0.05 level of tolerance. Hence in terms of mean scores of male subjects did not achieved higher than the female subjects taught some concepts in Integrated Science Using Science Process Skills Approach. Therefore, the null hypothesis which states that there is no significant difference in the mean score of males and females of the high, average and low ability groups is hereby retained. Meaning that, there is no significance difference in the mean scores of the males and females of the high, average and low ability sub-groups. Research Question Three What are the effects od Science Process Skills Approach on attitudinal change of subjects of high, average and low ability groups after exposure to Science Science Process Skills Appraoch? Table 4.3a Summary of Mean Ranks and Standard Deviation of sujects of Post test attitudinal change in Integrated Science among subjects of the High, Average and Low using using Science Process Skills Approach. Group Males High Males Average Males Low Females High Females Average Females Low Total No 55 97 69 23 28 10 282 Mean ranks 150.96 148.93 148.23 151.80 151.50 129.50 Standard Deviation .91623 .94281 .84327 .84327 .78881 .99443

The Table 4.3a above showed that the mean ranks achievement scores of the males and females experimental group were males high 150. 96, males avarage 148.93 and males low148.23 respectively. Females high 151.80, females Average 151,50 and females low 129.50 respectively. This implies that the females subjects achieved
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slightly higher in their mean ranking followed by females average, then males high, males average, males low and females low achieved the least mean rankings. To test for significant difference on males and females subjects of the high, average and low ability sub-groups mean scores based on the use of Science Process Skills Approach, hypothesis three was tested as below: HO3: There is no significant attitudinal change to Integrated Science among high, average and low ability sub-groups after there were taught Integrated Science using Science Process Skills Approach. Kruskal-Wallis non praramettic test statistics on the attituddinal change to integrated science among subjects in high, average and low pretest scores ability sub-groups after they were taught integrated science using Science Process Skills Approach. To test this hypothesis 3, Kruskal Wallis K-critical Test was used which is based on using the nominal values of variables that are more than two variables. It is presented in: Table 4.3b Summary of Kruskal Wallis Statistics Test in the Attitudinal change to Integrated Science among Subjects of the High, Average and Low Ability Subgroups. Group (Pretest) Male high Male average Male low Female high Female average Female low Total N 55 97 69 23 28 10 282 Mean Ranks 158.11 187.65 174.63 167.63 154.66 122.16 Df KCritical p-value Remark

10.025

.075

N.S

According to the K-Critical mean ranking of the Kruskal Wallis test, the ranking are 158.11, 187.65, 174.63, 167.63, 154.66, and 122.16 for male high, male average, male low, female high, female average and female low pretest attitudinal rank respecteively. K-Critical significant P-value of 0.075 at degree of freedom of 5 is
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greater than the 0.05 level of tolerance, hence the null hypothesis is accepted and retained. Table 4.3b Kruskal Wallis test statistics on attitudinal change to integrated science in the subjects of high, average and low post test ability sub-groups after they were taught Integrated Science using Science Process Skills Approach. To test this hypotheis 3, Kruskal-Wallis K-Critical test for norminal values of variables more than two variables was used. Table 4.3c: Summary of Kruskal Wallis Statistics Postest in the Attitudinal change to Integrated Science among subject of the High, Average and Low ability Sub-groups. Group (Post test) Male high post test Male average post test Male low post test Female high post test Female average post test Female low post test Total N 55 97 69 23 28 10 282 Mean Ranks 150.96 148.93 148.23 151.80 151.50 129.50 Df K-Critical p-value Remark

0.85

0.977

NS

Table 4.3c above shows the K-Critical mean ranking of the Kruskal Wallis test. The ranking are 150.96, 148.93, 148.23, 151.80, 151.50 and 129.50 for male high, male average, male low, female high, female average and female low post test attitudinal rank respectively. The K-Critical P-value of 0.977 at the degree of freedom of 5 which is greater than the 0.05 level of tolerance. They showed no significant difference in their attitudinal change to Integrated Science. This might have been due to the fact that, they already had positive attitude towards the subject and since they were high performers, they did not have negative impression about the teacher which could have brought about change in attitude among the subjects. Hence, the null hypothesis which states that there is no significant attitudinal change to integrated science among subjects in the high, average and low ability sub-groups after they were taught integrated science using Science Process Skills Approach the dicision
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therefore was to reject and to accept alternative hypothesis which stays that there were significant attitudinal change of subjects of High, Average and Low Ability groups after the exposure to Science Process Skills Approach. Research Question Four What is the difference in the attitude of males and females taught using Science Process Skills Approach? Table 4.4a Summary of Descriptive Statistics Difference in Attitude change in Male and Female subjects taugh Integrated Science Using Science Process Skills Approach. Mann Whitney U-Test of Mean Rank and Standard Deviation of Post Test was used. Method Science Gender Maless N 221 61 Mean rank 175.85 154.22 Standard Deviation 0.6440 0.3824

Process Skills Females Approach Total

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Table 4.4a above showed that the mean achievement ranks of the males experimental and females experimental group were 175.85 and 154.22, with standard deviation of 0.6440 and 0.3824 respectively. This implies that male subjects taught with Science Process Skills Approach has the highest mean achievement ranks, followed by the females with least mean achievement ranks. Therefore, based

on the research question four above, Science Process Skills Approach seems to be more of suitable and appropriate for students of different abilities to learn and consequently enhanced students understanding and academic achievement of Integrated Science concepts in respect of gender differences. In order to make decisions on the students achievment based on the use of Science Process Skills Approach, hypothesis four was tested below:

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Hypothesis 4: There is no siginificant difference between male and female attitude change subjects taught Integrated Science using Science Process Skills Approach. To test this hypothesis the Mann-Whitney norminal attitudes. Table 4.4b Summary of Mann-Whitney U- Test Statistics Post test in Attitude change to Integrated Science of Male and Female subjects taught Integrated Science using Science Process Skills Approach. Group Pretest N Gender Males Pretest 221 Females Pretest Total 61 282 Sum of Mean rank Ranks 49588.50 175.85 9407.50 154.22 UCritical p-value Remark U-test is used because the test variable are all

0.086 1.715

N.S

Outcome of the above Table 4.4b Mann-Whitney U. test table shows that there is no significant difference between male and female attitude change in subjects taught integrated science. This is because the U-Critical 1.715 significant P-value of 0.086 is greater than 0.05 level of tolerance value. Hence null hypothesis is aceepted/retained.. Table 4.4c Summary of Mann-Whitney U. Test Statistical Difference in Attitude between Male and Female subjects taught Integrated Science using Science Process Skills Approach is presented below: Group Post test N Gender Males Post test 221 Females Post test Total 61 282 Sum of Mean rank Ranks 35060.50 148.56 9192.50 150.70 UCritical 200 p-value Remark

0.841

NS

The Table 4.4b above reveals that Mann-Whiteny U- Test showed that there is no significant difference between male and female attitude change in subjects taught integrated science. This is because the calculated U-Critical 200 P-value of 0.841 is
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greater than 0.05 level of tolerance. Hence, the null hypothesis which states that, there is no significant difference in attitude of male and female subjects taught integrated science using Science Process Skills Approach is accepted and retained. This could be said that the subjects are familiar with lecture method already. Therefore, their exposure to Science Process Skills Approach to short period of four weeks might not have influenced their attitude significantly. Though their mean scores. 4.3 Summary of Findings Summary of findings from the study, the result obtained are: 4.1a There was significant difference in the mean scores of the experimental high, average and low ability sub-groups followed by control group average, high and low (in table 4.1a). 4.1b Result indicated that there is a significant difference in mean scores between and within the experimental groups. And also there is a significant difference scores between and within control groups. (see Table 4.1b). 4.1c According to Table 4.1c, the experimental high group subjects has the highest mean performance than other groups in favour of experimental group, followed by control average mean scores. The control low mean scores is significantly different from the mean scores of all other five groups. 4.2a The result revealed that, within the high, Science Process Skills Approach, both male and female subjects had their highest mean scores of 29.50 and 27.52 respectively. The females low had the second highest mean scores. (see table 4.2a).

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4.2b

The result revealed the existence of significant difference between and within the Science Process Skills Approach in their mean scores. (see table 4.2b).

4.2c

According to the table 4.2c, the significant difference exist between the mean scores of high and average and also between the high and low as computed results indicated the level of significance.

4.3a

The result indicated that based on their mean ranks and standard deviation in pretest, the females high achieved highest, followed by females average, then males high, average and low, the least is in the females low group. This implies that, the female subjects achieved slightly higher in their mean ranks than their males counterparts. (see table 4.3a).

4.3b

According to Kruskal Wallis Test, the table 4.3b showed no significant difference in their attitudinal change to Integrated Science among subjects in the high, average and low sub-groups after they were taught Integrated Science using Science Process Skills Approach. (See table 4.3b).

4.4a

The result reveals that, there is a difference in mean ranks and standard deviation of the ranks in the favour of males experimental group than that of the females (see table 4.4a).

4.4b

The outcome of the result of the test shows that, there is no significant difference between male and female attitude change in the pretest subjects taught Integrated Science (see table 4.4b).

4.4c

Similarly, in the post test showed that, there is no significant difference between male and female attitude change subjects taught Integrated Science (see table 4.4c).

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4.4

Discussion of Results The objectives of this study were to investigate the effects of Science Process

Skills Approach on academic performance and attitude of integrated science students with varied abilities. Secondly, if using Science Process Skills Approach would affect the performance of subjects in the high, average and low science. Thirdly, to investigate the effects of Science Process Skills on performance of varied ability groups in terms of gender. The data collected for this study was based on the performance of subjects in Integrated Science Achievement Test (ISAT) and responses obtained from Attitude of students Towards Integrated Science Questionnaire (ATISQ) and Test of Practical Skills (TOPS). The results of the analysis as presented in table 4.1a, 4.1b. 4.1c, 4.2a, 4.2b. 4.3a, 4.3b 4.4a and 4.4b. These were analyzed according to the demand of the research questions, hypothesis formulated and the design of the study. The research question one which states that What is the difference in the mean scores of the subjects in the high, average and low ability sub-groups taught Integrated Science using Science Process Skills Approach and their counterparts

taught Lecture Method To answer this research question in table 4.1a, the result shows that there was significant difference in the mean scores of the experimental high, average and low. Followed by control group, average, high and low taught Integrated Science using Science Process Skills Approach than those taught using Lecture Method. The significant difference found among the groups might likely be due to the use of Science Process Skills Instructional Strategy on the experimental groups as it is indicated in the means scores and standard deviation shown on the table.

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The result from testing of hypothesis 1 revealed that, the subjects were significantly different by their ability levels of experimental and control groups. This implies that, the experimental group which was exposed to science process skills instructional strategy performed significantly better in their various ability levels than their counterparts in the control group who were taught the same integrated science concepts using traditional lecture method. This finding is in line with Abdullahi (2007) which explains that, science process skills can also be used by integrated science teachers to identify the different abilities in students and to help them to understand the process skills approach being taught, which will lead to an improvement. Usman (2000) and Bichi (2002), observed that, when students learnt when instructional ability based method like science process skills is employed, the learning outcome are significantly retained which resulted in students' academic performance in integrated science and Biology. The better performance might have been induced by the fact that the subjects of experimental group were able to discuss freely with one another within the group and even the whole class. The research question two which state that What are the differences in the mean scores of males and females of high, average and low ability groups taught Integrated Science using Science Process Skills Approach To answer this research question two, there was significant difference in the mean and standard deviation scores of males and females of high, average and low ability sub-groups taught Integrated Science using Science Process Skills Approach, where the males experimental high achieved the highest mean scores. Followed by females experimental high, low and average. This implies that the males high ability has the highest mean and standard deviation scores than females in high ability group.

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The second hypothesis 2 focused on finding-out whether "there is no significant difference in the mean of males and females of the high, average and low ability sub-groups taught integrated science using Science Process Skills Approach. The findings of the study revealed that the students on the basis of their gender were slightly significantly different by their ability levels. The null hypothesis which states that there is no significant attitudinal change to Integrated Science of the subjects in the high, average and low ability sub-groups after they were taught Integrated Science using Science Process Skills Approach is accepted and retained. Danladi (2003) also reveals that there is no significant difference in achievement between females and males on task involving science process skills acquisition male and female subjects achieved equally in their computed post test scores, while Nwosu (2001), suggests that gender stereotyping has to be discouraged in the homes, schools and societies to enable females participate freely in skills based activities like science process skills. It is inline with Yoloye (2004) Nworgun (2005), Usman (2010) that if males and females are given equal opportunity, they will perform equally well. The findings also show that Science Process Skills Approach is gender friendly. Therefore, the Science Process Skills Approach has the potential of enhancing both males and females students academic performance in Integrated Science of the Junior Secondary School level. Also Ogunboyele (2003) who independently reported that males are better than females in terms of educational achievement when independently carried out studies on sex differences and students achievement at the primary and secondary school levels. The research question three which states that What are the effects of Science Process Skills Approach on attitudinal change of the high, average and low subgroups after exposure to Science Process Skills Approach To answer this research question above, in table 4.3a above showed that, there is mean ranks attitudinal
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change to Integrated Science of males and females of the high, average and low using Science Process Skills Approach. Females high achieved highest and then the females, average followed by males high, males average and low. The females low achieved that least of all the ability groups. This implies that females high ability appears to have the highest mean ranks and standard deviation followed by males high respectively. Hypothesis 3 Looking at the attitudinal change of the subjects in the pretest and posttest of the experimental groups of various ability levels and sex status of males and females, the calculated significant value of Kruskal Wallis K-Critical value of 0.977 in the post test which is higher than the P < 0.05 level of tolerance. As the null hypothesis states that; there is no significant attitudinal change to integrated science subjects of the high, average and low ability sub-groups before and after there was exposed taught integrated science using science process approach. For all the cases when males and females in the different groups of attitudinal change were compared, the result revealed no significant difference in gender, hence they are gender friendly. But males average in pre-test has slightly higher than females counterparts. Bichi (2002) reports that there was no significant difference in academic achievement between male and female subjects taught evaluation concepts using traditional method of instruction. The research question four which states that What is the difference in the attitude of males and females taught using Science Process Skills Approach To answer this research question four, the table 4.4a showed that there is difference in mean ranks and standard deviation in attitude of males and females taught using Science Process Skills Approach. Thus even though, the males mean experimental scores in pretest group performed reasonably progressively higher in experimental
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group than their females counterparts. This implies that male subjects achieved highest in their mean ranks and standard deviations of the ranks, followed by female low subjects who achieved the least. The fourth hypothesis, therefore, the result of the analysis of the fourth hypothesis on table 4.4(a) revealed that there is no significant difference in attitude change among the ability levels of the (high, average and low) of experimental group. As it is showed in Mann Whitney U. Critical 200 P- value of 0.841 is greater than the 0.05 level of tolerance. As the null hypothesis states that, there is a significant difference in attitude among high, average and low ability sub-groups taught using Science Process Skills Approach and their counterparts taught using lecture method. This hypothesis is hereby accepted and retained. This showed that there is a significant difference in their attitude towards students teacher, influence and science process skills instructional strategy. The science process approach because of its unique and distinguishing feature of developing in children, a set of science process skills will be helpful in this respect.

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CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction In this chapter, the summary of the findings from this study are presented. The conclusions from the findings, recommendations arising from the study are discussed. 5.2 Summary The study was conducted to find out the effects of Science Process Skills Approach on academic performance and attitude of integrated science students with varied abilities. The study was carried out to find the effects of science process skills instructional strategy: If the academic performance of Integrated Science Students could be enhanced especially those in low and average ability groups. If there would be difference between attitude exhibited by integrated science students of the various ability groups before and after instruction. The samples for the study were Junior Secondary Three (JSS) Students of Eight Classes from Four Schools, two schools each from Potiskum and Fika Local Government Areas and two schools from Fika Local Government Area that made up the Potiskum Educational Zone. Two of the schools were Government Day Junior Secondary School Kara and Government Day Junior Secondary School Gadaka, these schools were used as the experimental group. As were taught using the science process skills instructional strategy. The control groups were Government Day Junior Secondary School Mamudo and Government Day Junior Secondary School Gashaka and the subjects were taught using traditional lecture method. The integrated science concepts that were taught are: energy conversion methods of feeding in plants and animals
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Four null hypotheses were tested in order to answer the stated research questions, 40 multiple choice items of achievement test was adapted by the researcher from Inyang (1988) and Usman (2000) and were validated by experts of PhD status in Science Education, Ahmadu Bello University, Zaria. The facility and discrimination indices were also determined. Likewise Test of Practical Skills (TOPS) was used for pretest which was made of short answers and ten multiple choice items. And 30 in item integrated science questionnaire (ATISQ) adapted from James (2000) and Lawal (2009) was used for the study to find out experimental and control groups before and after instruction. The study adopted a pretest-posttest design with the experimental and control groups divided into ability groups (high, average and low) and students within each group were put into sub-groups to allow them for instruction. The treatment for the study involved: teaching the experiential groups concepts in science process skills instructional strategies. teaching same concepts in integrated science using traditional lecture method. After the treatment, which lasted for two weeks, the post test was conducted, achievement test were administered to both experimental and control groups, attitude of students towards integrated science questionnaire (ATISQ) was administered to the subjects of both male and female experimental group before and after treatment. The data collected from attitude of students towards integrated science questionnaire (ATISQ) were analyzed using Kruskal Wallis test statistical tool to test hypotheses 3 and Mann Whiteny U-Test for hypothesis 4. The confidence level of P< 0.5 was adopted for retaining or rejecting the hypothesis. The study investigated the Effects of Science Process Skills Approach on Academic Performance and attitude of integrated science students with varied
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abilities. The performance levels was Obtained in three groups using science process instructional strategy. It also investigated the effects of attitude of students towards integrated science using questionnaire at junior secondary school level and genderrelated differences on different ability levels of students and their academic performance in integrated science concepts when exposed to science process skills instructional strategy. The schools used were all co-educational comprising both male and female subjects. All the 504 students participated in the study. Attitude Towards Integrated Science Questionnaire (ATISQ). Integrated Science Achievement Test (ISAT) instrument was used at two different levels. (i) Pretest, (ii) Posttest. The pretest was designed to determine the equivalence of subjects before the treatment, and second the posttest after treatment to determine the level of performance of the subjects in various ability sub-groups. The instruments Test of Practical Skills (TOPS) and Integrated Science Achievement Test (ISAT) consist of short answer and multiple choice for (TOPS). ISAT consists of forty multiple choice items with reliability coefficient of 0.96 for TOPS and 0.69 for (ISAT) respectively. 5.3 Conclusion From the result of this study, the following conclusions were drawn: Science process skills instructional strategy can be used effectively to improve the performances of integrated science students and their overall achievements in integrated science concepts which can be illustrated by using practical activities like hands on and mind on activities.

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The science process skills instructional strategy that was employed in teaching, has slight significant effects on the students academic performance. But need to be re-emphasized in the Nigerian Secondary School Curriculum.

The subjects of the experimental group in the three ability groups performed significantly better than their counterparts in control groups in the first hypothesis. This shows that science process skills instructional strategy provides more effective in the learning of integrated science concepts and students in all the ability groups have benefited more from learning the science process skills instructional strategy.

The results of the study also shows that subjects of experimental ability levels benefited more from learning in science process skills instructional strategy than in the Science Process Skills Approach.

The result of the study shows that, science process skills instructional strategy is gender friendly. These males and females that were in the experimental group performed higher in their mean scores.

5.4

Recommendations Curriculum planners should examine further effects of wider scope in science process skills instructional strategy and consider its suitability for the teaching of integrated science concepts, since it partially improves academic performance.

Organizations such as Science Teachers Association of Nigeria (STAN), the National Educational Research and Development Centre (NERDC) should organize seminars, workshops and conferences on science process skills instructional strategy for integrated science teachers at Junior Secondary school levels. This will enhance their skills and performance.
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The science process skills instructional strategy should be incorporated in integrated science teacher training curriculum in order to produce teachers who are able to handle science process skills instructional mode of teaching effectively.

The federal and state ministries of Education should provide adequate funds to sponsor Integrated Science Teachers to go on training in science process skills instructional strategy required to improve academic achievement of students.

5.5

Limitation of the study Further studies would have to be done to consider all the available school types and a wider sample before generalization can be made on a wider coverage.

The conclusion reached about the effectiveness of science process skills instructional strategy in this study, is only limited to some concepts in Integrated Science.

The students and research assistants used for this study were not too familiar with science process skills instructional strategy. A lot of explanations were done on it before commencement of the exercise.

Test for practical skills (TOPS) used for assigning the subjects into ability subgroups instead of using teacher made test may have some effects on the result.

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Yoloye, T.W (2004). That we Learn Better: An Inaugural Lectures Delivered at University of Ibadan, Ibadan University Press Ibadan Nigeria. Young, D. J & Frasher, B.J (1994). Gender Differences and Science Achievement: School Effects Makers. Differences Journal of Research in Science Teaching. 26 (2) 704-714). Yuguda, A.A (2008). A Study on Primary Pupils Achievement on Some Basic Science Process Skills from three Cultural Settings in Bauchi L.E.A B.Tech (Educ) Chemistry Unpublished Project. Abubakar Tafawa Balewa University Bauchi.

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APPENDIX A TEST OF PRACTICAL SKILLS (TOPS) PRE-TEST An instrument designed to measure science process skills acquisition among integrated science students school:group No: Instruction: attempt all questions a. b. c. section a: short answers Section b: multiple choice questions. There are 10 multiple choice questions in all one of the option in every question is correct.

Carry out the following experiment: Collect a clean, dry test tube. Place the tube in a rack Put one spatula measure of the power in to the tube. Add five drops of water. 1. (A) Which of the observations below (A to F) would you say are true?

Write the letters on your answer sheet (there may be more than one true statement). A. B. C. The test tube gets hot. The test tube is made of glass. The powder does not change.
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D. E. F. (B)

The spatula is made of metal. The powder turns blue. The dropper bottle contains hot water. (2 marks.)

What do you think are the most important scientific observations in these experiments? There may be one or more than one. Write your choice from letter A to F on your answer sheet. (2 marks).

(C)

What conclusion can be made about this experiment? Choose one (only) from the list below (P to S) P. The colour of the powder changes when any liquid is added Q. Only water changes the colour of the powder. R. Water reacts with the powder to form a new, coloured substance. S. Water is blue, so this is why the colour changes. Please return the tube, unwashed, to the front bench. (1 mark)

2. away

A)

Seeds and fruits are sometimes specially adapted to help them to get

from the parent plant.

Look at seeds 1, 2 and 3 and for each one choose one of the methods (A to E) below: Also on your answer sheet describe what leads you to your conclusion: A. B. Blown by the wind. Carried by water
122

C. D. E. B)

Seed pods explode. Eaten by animals Stock to animals fur. The pictures A to E show the development of a frog from a tadpole. They are

not in the correct order. Arrange them in order of youngest to oldest. Diagram 3

(Note: they are not all drawn to the same scale) 3.

a) b) c)

Measure the length of line A in cm (e.g. 9.6cm) Measure the length of line B in cm. What is the length of line B in mm?

(1 mark) (1 mark) (1 mark)

d)

Measure he thickness of a pole of 100 sheets of paper (in mm). (1 mark)

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e) 4.

What is the thickness of one sheet of paper.

(1 mark)

As accurately as you can, find the volume inside the bottle (its capacity).

a) b) c) d)

Write down the volume (capacity). Write down the units of volume. Name the apparatus you used. Describe the method you used to find this volume.

(1 mark) (1 mark) (1 mark) (2 marks)

5. a) Measure the length, width and depth of the block (to the nearest cm) and write (2 marks) (1 mark)

your answers on the answer sheet. b) Work out the volume of the block.

Write down the volume and units on your answer sheet.

Find the volume of the lump of Plasticine. c)

(1 mark)

Describe the method you used to find this volume.(1 mark)

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6. a)

Look at the bricks you have been given. Write down at least two things that all bricks have in common (similarities). (2 marks)

b) c)

Write down at least two differences between groups of bricks. Write the suitable heading on the table. SECTION B: MULTIPLE CHOICE QUESTIONS (1 mark)

(2 marks).

1.

A teabag was placed in each glass of water 2 minutes. Why is the tea in glass two (2) darker than the tea in glass 1?

1
a) b) c) There is more water in glass 1. Glass 1 is larger than glass 2.

The water temperature in glass 2 is higher than the water temperature in glass 1.

d) 2.

The amount of time the heating were in the water is different.

Which of the sentences best describes the drawing?

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a) b) c) d) 3.

A house with a round wider. A rectangle with a triangle on top and half circle on the left. A triangle with a rectangle and a half circle on the right. A rectangle with a triangle and a half circle on the right.

A wormery was filled with soil and 15 earthworms put into it. After one week

five worms were dead. Without jumping into conclusions, what can we definitely say about this experiment?

a. b. c. d. 4.

The soil was too dry. The wormery was kept near a radiator. There was no enough food. More worms survived than deal.

Two friends were arguing about their cars which of the statement below

cannot be proved by scientifically. Can be proved by taking measurement. a. My car is header than yours.
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b. c. d. 5.

My car is faster than yours. My car is better than yours. My car uses less petrol than yours.

Measure 250cm3 of water using a measuring cylinder. Carefully drop a small

piece of stone (provided) into the measuring cylinder. What do you observe? a. b. c. d. 6. The volume of water is reduced. The pieces of stone get dissolved. The level of the water rises. The colour disappears completely the first time you dilute it.

How long is the block of wood shown in the diagram below?

a. b. c. 7.

10cm 20cm 25cm d. 35cm

A bean seed was planted in a dry soil, and placed in a dark cupboard. After 5

days the seed did not germinate. Another seed was planted in a dry soil, watered and placed in the same dark cupboard. After 5 days, it germinated. What conclusion/inference can you draw for this experiment? a. b. c. d. 8. That light is needed for germination. That dry soil is needed for germination. That water is needed for germination. The humidity is needed for germination.

Below is a diagram of a piece of metal rod with an irregular shape.

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To measure the actual length of the rod it is always advisable to use: a. b. c. d. 9. A wooden ruler. A metal ruler. Measuring tape. A bent wooden ruler.

Assuming that you are in a room with only one window, floor tiles and a chair

inside it and you are asked to measure the size of the room. Which of the following choice dont have any other thing except you? a. b. c. d. 10. Your foot length. Floor tiles. Chair length. Window length.

A science class wanted to test a variables or factors that might affect plan

height. The following is a list of variables they felt could be tested. (i) Amount of light (ii) Amount of moisture (iii) Soil types and (iv) change in temperature, which of the following could be a possible hypothesis for the class experiment? a. b. c. An increase in temperature will cause an increase in plant height. A plant left in the light will be greener than a plant left in the dark. In increase in sunlight causes an increase in the amount of moisture lost by the plant. d. A plant in sandy soil loses more water than plant in clay soil.

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APPENDIX B: TEST OF PRACTICAL SKILLS (TOPS) MARKING SCHEME SECTION A: 1) A=ABDE B=AB C=R 2) A) Seed, feature (1 mark for seed, 1 mark for feature) 1 = A, wings. 2 = E, hooks. 3 = A, Parachute or hairs or Light. B) Order = C E B D A 3) a. 5cm 1 mm b. 6.9cm 1mm c. 74mm d. ________ 1mm e. Answer (d) 100 = 4) a. ______ 5ml b. ml or cm3 c. Measuring Cylinder. d. Clearly described method (Using measuring Cylinder three times, then total volume). 5) a. X ---------------- X ---------------- X ------------------ dimension b. X -------------- cm3 or ml. c. 15 20

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d. Clearly described method, to include water displaced equal volume of Plasticine, or an equivalent description. 6. a. Any three from plastic, Logo/Building bricks, same with or depth, have students on top. (2 marks)

b. Any three from different colour, Length or size, number of students. (2 marks) c. Colour large small. SECTION B: ONE MARK FOR EACH QUESTION. 1) (C) The water temperature in glass 2 is higher than the water temperature in glass 1. 2) 3) 4) 5) 6) 7) 8) 9) 10) (B) A rectangle with triangle on top. (D) More worms survived than dead. (C) My car is better than yours. (C) The level of the water rises. (C) 25cm (C) Water is needed for germination of seeds. (C) Measuring tape. (D) Window length. An increase in temperature will cause an increase in plant height. (1 mark).

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APPENDIX (C) Integrated Science Achievement Test (ISAT) in Instructions to Research Assistants A) Allow students to read through the instructions on the cover page of the test

booklet. Read aloud instruction No. D to the students while the later read silently. B) After reading the test instructions, allow students to ask questions (if any)

before the test begins and discourage questions during the test. C) Allow the students time to attempt all the questions before submitting their

question papers and Answer Sheets. D) E) Note clearly, the average time taken by the students to complete the test. Ensure the collection of all question papers given out to help ensure the

security of he test and the availability of the tests booklets for use at other centres. F) test. i) Instructions Stated on question papers to Students. Collect all question papers together with the Answer Sheets at the end of the

The question papers carried the following instructions. A) B) Do not Turn to the Question until you are told to do so. This test question contains 40 multiple-choice items (questions) based on the

junior secondary school (J.S.S III) integrated science course. It has a special identification number which is indicated on every page of the test booklet. Enter this number on your Answer Sheet in the space for Test Form. C) Each item on the test has four responses (answers) lettered A-D one of which

is the correct answer. Choose the correct answer to each item and shade in pencil on your Answer Sheet the space against the letter which corresponds to your answer. Be sure to record your answer in appropriate position. Your score on the test will depend on the number of correct responses.
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D)

Consider the following practice exercise on the procedure to be followed in

answering the questions. Which of the following is NOT a characteristic of All living things A. Respiration B. Movement C. Nutrition D. Photosynthesis e) A B C D

Do not write on any of the pages in the test booklet.

Use papers for rough work. After answering all the questions submit the question papers together with your Answer Sheet to your teacher. f) You are free to ask questions now. No questions will be welcome during the test.

Integrated science achievement test (ISAT) School ------------------------------------------------------------------------------Group no------------------------------------sec:--------------------------------time allowed: 1 hour Instruction: shade the answer sheet provided 1. Water is a compound of two elementsand a) b) c) d) 2. Oxygen and Sodium Hydrogen and Oxygen Gas and hydrogen Hydrogen and Nitrogen

Which is a gas produced by animals and used by plants? a) b) c) d) Nitrogen Carbon monoxide Oxide Carbon dioxide
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3.

The skin is a sense organ because it.. a) b) c) d) Helps to detect the mass of an object. Can be used to detect a chemical substance. Helps to tell how hot or cold something is Burns when a hot object touches it.

4.

What component of an electric circuit is shown in fig 2

Fig. 2 a) b) c) d) 5. Bolt Fuse Switch Battery

Which among these items contains traditional appliances in our home only? a) b) c) d) Thermometer, mortar and pestle Telephone, electric fan Mortar, pestle and hoe Electric fan, hoe

6.

Water in a kettle received some energy to make it boil. The energy is a) b) c) d) Heat energy Light energy Movement energy Chemical energy

7.

What kind of energy is the model car in the diagram above is gaining? a) b) Potential energy Kinetic energy
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c) d)

Electrical energy Chemical energy

Fig. 2

8.

The type of energy a rolling marble possess is. a) b) c) d) Electrical Chemical Kinetic potential

9.

in order to a body absorb maximum heat, it should be----------a) b) c) d) Highly polished Painted Painted black Painted yellow

10.

The absorption of heat energy by an object will result in the following except a) b) c) d) Increase in temperature Increase in size Change of state Increased in mass of the object.

11.

The temperature of a normal healthy person in the Fahrenheit as marked on the clinical thermometer is---------a) b) c) d) 37.0 0F 89.4 0F 98.4 0F 100.00F
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12.

An instrument for direct measurement of the density of a liquid is called---a) b) c) d) Mano-meter Density meter Hydrometer Hygrometer

13.

Which of these animals may not be found in savannah grassland area? a) b) c) d) Monkeys Birds Crocodiles Snakes

14.

A simple cell converts chemical energy to-----------a) b) c) d) Heat energy Kinetic energy Sound energy Electrical energy

15.

What energy changes takes place when the battery lights up the bulb? a) b) c) d) Electrical Light Heat Chemical light electrical movement electrical chemical potential heat and light heat and light

16.

Whenever a fly moves across your eye, you blink this is an example of ---a) b) c) d) Reflex action Tropism Tactic action Voluntary action

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17.

Which part of an electric circuit is shown here on the diagram? a) b) c) d) Bulb Fuse Switch
Fig 3

Battery

18.

Why is a fuse necessary in the plug of an electric iron, fan or cooker? It helps to a) b) c) d) Show that the plug is working Cut off current than it gets too much. Regulate the electricity supply Show how current is being used.

19.

Which of these is an insulator of heat? a) b) c) d) Brass Copper Plastic Aluminium

20.

A body of mass 200kg is moving with a constant velocity 5 m/s. Calculate the kinetic energy of the body? a) b) c) d) 2,500J 1,000J 500J 250j

21.

Which of the following sets gives a collection of weather instruments only? a) b) c) d) Thermometer, barometer, hygrometer Hygrometer, manometer, photometer Anenometer, thermometer, screw- guage Wind name, barometer, and ammeter.
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22.

An instrument used to measure temperature is called--------a) b) c) d) Potometer Manometer Thermometer Barometer

23.

Which of the following constitute the four kinds of taste? a) b) c) d) Sweet, bitter, sour, salt Sweet, acid, bitter, salt Salt, milky, meaty, salt Sour, sweet, meaty, salt.

24)

You like hairy toys, in shops hairy and smooth toys are look alike and you wish to be sure of your choice. What sense organ would you to detect? a) b) c) d) Hearing Taste Sight Touch

25)

The part of the inner ear which is concerned with hearing is found in the a) b) c) d) Temporal bone Semi-circular canals Cochea Succulus

26.

What part of the eye takes signals from the eye to the brain? a) b) c) d) Cornea Retina Lens Optic nerve
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27.

Which of the following does not give the correct energy conversion? a) b) c) d) Telephone month piece: sound energy = electrical energy Striking a match stick: chemical energy sound energy Telephone ear piece: electrical energy sound energy Electric bell: electrical energy ------------sound energy

28.

Which of these energy conversions takes place during a telephone conversation? a) b) c) d) Electrical Sound Chemical Sound sound electrical sound magnetic electrical sound Electrical sound

29.

A main electricity can cause a more servere shock than a touch battery. Why? a) b) c) d) Battery voltage is very common A mains socket is usually exposed Main voltage is higher than the battery voltage A main socket is easier to touch

30.

Which of these is a good conductor of heat? a) b) c) d) Wood Copper Plastic Polystystyrene

31.

A vacuum flask keeps a hot drinking because it a) b) c) d) Radiates heat out Stops heat escaping Stops light getting in Keep heating the drink
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32.

Another name for potential energy is a) b) c) Kinetic energy Stored energy Applied energy d) Movement energy

33.

You are interested in finding out the type of vegetation behind your school. What sense would you use? a) b) c) d) Hearing Taste Sight Touch

34.

Why the skin on your finger tip is more sensitive to touch than the skin on your arm? Because a) b) c) d) The skin on the finger is lighter There are no hairs on the finger tip The arm is bony The finger tip has more nerve ends.

35.

The formula OH- represents an anion a) b) c) d) An ion A hydroxide ion Hydroxyl ion All of the above

36.

Which of the following statements about the human eye is not correct? a) b) The image of an object seen by the eye is printed on the retina Short sightedness is a defect which occurs when the eye ball is longer than normal. c) The size of the pupil diminishes in the dark, and increases in bright light
139

d) 37.

Some refraction occurs at the cornea, which is transparent.

Which of the following groups of materials contains only good conductors of heat? a) b) c) d) Iron, silver, copper, aluminium Wood, silver, water, copper Glass, paper, iron, copper Cement, iron, glass, rubber

38.

Which of the following sets of materials gives equal amount of heat conductors and non- conductors? a) b) c) d) Cotton, copper, iron, aluminium Wool, cotton, cork, iron Copper, cork, cotton, aluminum Zinc, copper, iron, mercury

39.

In which of the following medium is the transmission of sound waves travelled fastest? a) b) c) d) Air Water Vuccum Wood

40.

Which of these represents a discharge of atmospheric electricity? a) b) c) d) Lighting Snow Thunder Hail

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APPENDIX (D) Marking schemes in Integrated Science Achievement Test (ISAT) 1. (B) Energy can be change from one form to another 2. (D) Carbon dioxide 3. (C) Helps to tell how hot or cold something is 4. (B) Fuse 5. (C) Mortar, pestle and hoe 6. (A) Heat energy 7. (C) Kinetic energy 8. (B) Kinetic energy 9. (C) Painted black 10. (D) Increased in mass of the object 11. (B) 89.40F 12. (C) Hydrometer 13. (C) Crocodiles 14. (D) Electrical energy 15. (D) Chemical 16. (A) Reflex Action 17. (A) Bulb 18. (B) Cut off current than it gets too much 19. (C) Plastic 20. (A) 2,500J 21 (A) Thermometer, Barometer, Hygrometer 22 (C) Thermometer 23. (A) Sweet, Bitter, Sour, Salt 24. (D) Touch
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Electrical

heat and light energy

25. (B) Semi-Circular canals 26. (B) Retina 27. (A) Telephone mouth piece, Sound energy 28. (D) Sound Electrical Sound electrical energy

29. (C) main voltage in high than the battery 30. (B) Copper 31. (B) stop heating escaping 32. (B) Stored energy 33. (C) Sight 34. (D) The finger tip has more nerve ends 35. (C) Hydroxyl ion 36. (C) The size of the pupil diminishes in the dark and increases in bright light 37. (A) Iron, Silver, copper, Aluminium 38. (C) Copper, Cork, Cotton Aluminium 39. (A) Air 40 (A) Lightning

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APPENDIX (E) Integrated Science Achievement Test (Isat) answer sheet in Potiskum Educational Zone of Yobe State STUDENTS NO:... NAME (Surname First).AgeSex School.
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19 20

A A A A A A A A A
A A A A A A A A A A A

B B B B B B B B B
B B B B B B B B B B B

C C C C C C C C C
C C C C C C C C C C C

D D D D D D D D D
D D D D D D D D D D D

21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39 40

A A A A A A A A A
A A A A A A A A A A A

B B B B B B B B B
B B B B B B B B B B B

C C C C C C C C C
C C C C C C C C C C C

D D D D D D D D D
D D D D D D D D D D D

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APPENDIX F Letter of introduction The Principal -------------------------------------------------------------------------------Sir/Madam, The bearer, Bitrus Ijai GADZAMA MED.EDU/10410/07/08 is a Post-Graduate Student of Ahmadu Bello University, Zaria in the Department of Education (Science Education Section) currently undertaking a research on the Effect of Science Process Skills Approach on Academic Performance and Attitude among Integrated Science Students with varied Abilities in Potiskum Educational Zone of Yobe State. You may therefore wish to give him all the necessary assistance he may require. Thank you. Student Supervisor I (Rev) Dr. S.S Obeka Lakpini Supervisor II Dr. (Mrs.) M.A

Head of Section Prof. J.S. Mari

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APPENDIX G Altitude of Students towards Integrated Science Questionnaire (ATISQ) To the students, You are requested to answer this questionnaire as correctly and honestly as you can. SECTION A Name of school Serial Number.Age Group Male [ ] Female [ ]

SECTION B Please you are to tick the most appropriate of the following alternatives. Strongly Agree [SA], Agree [A], Disagree [D] and Strongly Disagree [SD] Items Positive(+) SA or Negative(-) 1. I enjoy doing integrated science experiments. + 2. I do not like working with others during integrated science classes. 3. My teacher has been interested in my progress in integrated science. + 4. The use of integrated science during integrated science lessons distracts students attention from learning. 5. I am genuinely interested in learning integrated + science concepts. 6. I do not feel I have good understanding of integrated science concepts. 7. Taking integrated science is a waste of time 8. I am sure that I can learn integrated science + 9. I dont feel I can learn integrated science. 10. I learn more by participating in integrated science lessons than if the teacher had covered the +
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SD

11. 12. 13.

14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

syllabus. The use of lecture method can improve the learning of integrated science concepts. Activity oriented lessons are suitable in helping students to achieve better in integrated science. Students learn integrated better when they interact with teachers in the process of integrated science learning. Talking and discussing with other students is not helpful in learning integrated science. The use of methods and working in groups can help me score better marks in integrated science. I can get good grades in integrated science. Integrated science is more thrilling and more fascinating than other subjects. I look forward to more integrated science lessons after each integrated science lesson. I enjoy reading integrated science notes every day I study integrated science just because it is a compulsory subject for us. Integrated science is boring subject. I enjoy learning integrated science in our class. Integrated science assignments help me to understand integrated science better. Teaching and learning of integrated in traditional way make me hate integrated science. Integrated science will not be important to me in my lifes work. There are so many integrated science concepts to learn and so I get confused. I am not really sure of that I have learnt anything in integrated science. Integrated science is not important for my life. I know I can do well in integrated science Integrated science specialists are less friendly than other people.

+ +

+ + + + + + + + -

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APPENDIX H The distribution of items according to dimensional scales of attitude of students towards integrated science questionnaire (ATISQ) A B C D E students attitude to enjoyment of learning integrated science students attitude to career interest in integrated science students attitude to cooperative studies students attitude to the use of group learning students attitude to leisure interest in integrated science

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Appendix (IA) Science Process Skills Instructional Package (SPSIP) Lessons on Science Process Skills in Science for JSS Students Adopted from James, P.H and Karen L. Lancer 1. JSS III 2. Overview: Process skills in science are very important in the formal presentation of science to students. There is a strong belief that students who are properly introduced to science through process skills will find useful throughout life. While it is possible to easily forget science content learnt, process skills tend to remain with many individuals for a relative longer period. The event consists of a series of integrated science tasks that involve the use of one or more process skills. Science process skills are classified as basic science and integrated skills. These skills can be accessed by applying them to a series of laboratory activities. 3. Purpose: The purpose of this lesson is to present eight out of many science process skills to students. The eight process skills are observing, measuring, inferring, interpreting data, classifying, predicting, communicating and experimenting. 4. Objectives: Students will be able to: (1) (2) and animals. (3) Describe how process skills can be used in everyday living. Explain what is meant by Process Skills Relate the process skills to method of energy conversion and feeding in plants

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Resources Materials A collection of common objects in the school environment and in the community. The following item could be include: (1) Torch light, Dry Cell Battery, Electric bell, Electronic Pressing , Iron,Telephone Machine and Students activity Sheets. (2) (3) (4) (5) Simple bar magnets Candles Animal Skull Plants, fruits, and seeds.

Basic Science Process Skills: (A) Observational Skills

The ability to: i. Measure the volume, capacity of volume, measure the length and measuring devices. ii. Use senses effectively. iii. Estimate. iv. Select relevant observations. v. Use apparatus which enhances senses (e.g microscope). vi. Measure accurately, using appropriate units. vii. Using your senses to gather information about an object or event. It is a description of what was actually perceived. This information is considered qualitative data. (B) Measurement The ability to: i. Identifying the capacity, range, and increments of measuring devices as a ruler, graduated protractor, caliper, cylinder, pipette, syringe, or thermometer.
149

ii. Identifying length, temperature, volume, and mass to the capacity of the instrument. iii. Converting units within the metric system. iv. Reading the meniscus when measuring liquids in a cylinder. v. using stand measures or estimations to describe specific dimensions of an object or event. This information is considered quantitative data. (C) Inferring The ability to: i. Formulating assumptions based upon observations. ii. Distinguishing between observations and inferences. iii. Using observations and inferences to identify testable questions or problems. Interpretation of data The ability to: i. make sound generalization from a set of data. ii. identify the cause and effect relationship. iii. Provide reasonable justification for any generalization made. iv. Draw as many plausible inferences as are permitted by a given data set. v. Test an inference by collecting more data and vi. Recognize which data lend support to an inference. (D) Classifying Skills The ability to: i. Group things by pupils own criteria.. ii. Recognize similarities and differences. iii. Use a key to identify things (living and non-living).
150

iv. Construct a key. v. Group data in a variety of ways (e.g graphs and tables). vi. Understand the limitations of a classification system. vii. Grouping or ordering objects or events into categories based upon characteristics or defined criteria. (E) Predicting The ability to: i. Predicting the result for a proposed lab test or setup. ii. Selecting predictions based upon previously observed patterns. iii. Providing rationale for predictions iv. Guessing the most likely outcome of a future event based upon a pattern of evidence. (F) Communicating Skills The ability to: i. Communicate orally. ii. Communicate in writing or by diagrams. iii. Draw and interpret graphs. iv. Draw and interpret tables of data. v. Set out work clearly and simply (including cross-sectional diagrams). vi. Apply mathematical processes. vii. Use scientific language (and units). viii. Use scientific symbols and abbreviations. ix. Listen to others. x. Follow instructions (written, oral and diagrammatic).
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xi. Obtain information from a variety of sources (books and video). xii. Appreciate the derivation of works. xiii. Using words, symbols, or graphics to describe an object, action or event. (G) Experimenting Skills

The ability to: i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. Select the best and safest technique. Choose and assemble suitable apparatus. Device simple experiments to obtain information. Understand the use of a control experiment. Predict and apply knowledge to unfamiliar situations. Formulate (and test) hypotheses. Draw valid conclusions based on abbreviations. Adopt a methodical sequence in practical work. Organize apparatus on working space. Appreciate the limitations of apparatus. Appreciate the causes and effects of experimental error. Take action to lesson experimental error and overcome problems in practical work.

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APPENDIX (IB) Lesson plan for experimental groups Lesson Plan One (1) Mode of teaching Lesson topic Time: Class: Sex: Average Age: Topic: Instructional Materials: Science Process Skills Instructional l Package (SPSIP) Energy Conversion Double Period (80 minutes) JSIII Mixed 13 16 years old Forms of Energy Candle, Battery, Flash Light Bulb, a radio, tape recorder, Box of Matches and Touch Light Behavioural Objectives: By the end of the lesson, students will be able to: a. b. c. d. e. define energy list at least 5 types of energy. explain the sources of energy mentioned above. identify energy conversion from one form to another perform some simple experiments on energy conversion. f. acquire certain Science Process Skills Approach which may include; observing, measuring, inferring, predicting, interpreting data, classifying, experimenting,

communicating,

formulating questions hypothesis and control variables.

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Previous Knowledge:

Students have been applying energy in one form to another for their day - to - day activities e.g. Torchlight, Candle, match stick, electric fan etc

Introduction:

The teacher will ask the students the following questions

1. 2.

Mention at least five instruments/appliances in your house. Explain the functions of any two of the appliances presentation of the lesson. The students will be divided into 10 groups of 12 students each to carry out the following activities, (see the activity sheet after this lesson note)

Step i: Activity:

Activity: sheet 1 will be provided to the students as:sheet 1.1 forms of energy. The students will be instructed to carry out the activities as provided.

Step ii:

Activity 2 Energy conversion. Students will be instructed to carry out the activities provided in the activity sheets

Step iii:

Discussion and writing find result. The students of each group will write their report and submit to their group for discussion as follows:

Group discussion Class discussion Writing individual report

5 minutes 10 minutes 20 minutes

Activity 1:

Time 40 minutes

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Energy is the ability to do work or capacity of doing work. For example a moving car can work because it has energy. A man talks, move because he has energy. This energy comes in different forms. Activity 1: Forms of energy. There are various forms of energy some of which are chemical energy, light energy, electrical energy, heat, sound and potential energy. Observe and classify the following objects and state the types of energies they posses (classifying).

Objects 1. 2. 3. 45. 6. 7. a) Match stick Torchlight Dry cell Battery A hanging mango Electric pressing iron Telephone Electric bell

Types of Energy Posses

Mention other types of materials apart from those stated above with type of energy they possess.

b)

What do you think is the major primary source of all forms of energy?

c)

The energy animals used for their day to day activities come from_______energy.

d) e)

The energy used when starting a motor cycle is called ___energy. A moving bicycle is using _____________________energy
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f)

When a child is trying to jump from the top of high table the child possess____ energy.

Students Activity 2 Activity 2: Topic: Time 40 minutes Energy conversion. As you have learnt from your previous lesson energy exist in various forms. This energy formation can be converted to one form to another. Activity 2.1 Changing potential energy to kinetic energy Consider these questions: A mango falls from the branch to the ground as shown in fig. 2.1 below. What energy had it before it left the branch?

Fig 2.1 A falling Mango

What energy had it just before it hits the ground? What has become of this energy when it hits the ground? Trace the energy conversion of the above questions. Energy By filling in correct type of energy below:Energy Energy

Place a piece of stone on a table and gently push the stone so that it falls to the ground. Trace the energy conversion that takes place Energy Activity 3.1 Energy Energy

Chemical Energy to Electrical Energy to Light and Heat Energy

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A.

You are provided with the following materials A dry cell battery

A flexible wire A flash light bulb B. Connect the flexible wire with the battery provided and connect themagain to a flash light bulb as in fig. 3.1 what can you observe ?(observing)

Fig 3.1. A simple circuit Trace the energy conversion that takes place in the above experiment as follows Energy Energy Energy Energy

Give two examples of two activities of your own that can produce the type of energy conversion stated above (1) (2) Give an example of this type of energy conversion of your own Activity 4.3: Kinetic to Sound energy Think of man beating a drum, what happens? Trace the energy conversion taking place Energy Activity 4.4: Energy Energy

Changing Kinetic Energy to Sound Energy

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You are provided with an empty can (e.g empty tin of bournvita etc) and iron nails. Put the iron nails inside the can and shake. What can you predict? (Predicting)

Evaluation:

The teacher evaluates the lesson by asking the students the following questions a) b) c) What is energy? List at least five types of energy you know. Briefly explain five sources of energy mentioned in (b) above. d) e) Identify energy conversion from one form to another. Explain how you can perform some simple

demonstration on energy conversion. Trace the energy conversion taking place. Energy Energy Energy

Give an example of this type of energy conversion on your own? Conclusion: The teacher will conclude the lesson by explaining to the students briefly in the todays lesson. That is what they have learnt such as what energy is, the types of energy, the sources and their use in our day-to-day activities. The teacher will tell them that the next lesson will be on energy conversion or changing energy from one form to another.

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LESSON PLAN 2: Lesson Plan: Mode of teaching: (SPSIP) Lesson topic: Time: Sex: Average Age: Topic: Instructional Materials: -

(For experimental group)

Science Process Skills Instructional Package

Energy Conversion Double Period (80 minutes) Mixed 13 16 years old Application of energy conversion. Dry cell battery, Radio set, Bicycle, electric pressing iron, tape recorder, television set, telephone machine, Electric fan, electric heater etc.

Behavioural Objectives: to: a)

By the end of the lesson, students will be able

trace the types of energy conversion taken place in the appliances provided

b)

explain the importance of energy to life to our day - to - day activities

c)

give at least five examples of other energy conversion application apart from those used in this lesson.

Previous Knowledge:

Students have learnt about types of energy conversion in the previous lesson

Introduction:

The teacher will ask the students the following questions

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a) b)

Mention at least five types of energy? Explain energy conversion that takes place in any of the materials of your choice

c)

State the importance of energy conversion application to our day to day activities?

Presentation of the lesson:

The lesson will be presented by given the students some activity sheets in their various group as follows (See the students' activity sheets after lesson note)

Step1: Activity 5.1:

Application of the energy conversion. The bicycle will be provided for students to demonstrate how to rid it and to see how energy can be conserved from one form to another. The students will be provided with activity sheets and they will be instructed to carry out activity in the sheet provided.

Step ii: Activity 5.1 appliances.

Application of the

energy conversion: Domestic

Students will be instructed to carry out the activities provided in the activity sheets. Step iii: Discussion and writing final report session. The students from each group will submit their results in each activity to their group for discussion as follows: a. b. c. Group discussion 5 minutes Class discussion 10 minutes. Writing individual final result. 10 minutes
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Students activity sheet Activity 6.1: Time: Activity on 40 minutes. Energy conversion The energy conversion you learnt, have very important uses in our environment. Therefore, it can be applied in various domestic uses in our homes, offices, roads e t.c. Activity 6.2: The bicycle A boy riding a bicycle is converting one form of energy to another. Can you fill in the energy conversion taken place? Chemical energy Energy Energy

If the bicycle has a dynamo attached to it, the head lamp of the bicycle is lit as the pedals are turned. Trace the energy taken place in the process. Energy Activity 6.3: Energy Energy

Application of energy conversion Think of the following instruments and classify the energy conversion that take place in them. (classifying).

Evaluation:

The teacher will evaluate the lesson by asking students the following questions:
a.

Explain the energy conversion taken place in a moving bicycle

b.

Explain the importance of energy to life to our day to day activities.

c.

Give at least five examples of other energy conversion

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application apart from those used in this lesson. i) ii) iii) iv) v) vi) vii) viii) ix) x) Pressing iron Radio set Tape recorder Television set A telephone Kerosene cooking stone Electric cooking stove An electric heater An electric fan Can you think of other appliances similar to the above a. Instruments? i. ii. Conclusion: List at least two of such materials, Trace the energy conversion in them.

The lesson will be concluded by briefly summarizing what the students have learnt in this lesson, for example application of energy conversion in a moving bicycle and application of energy conversion to our domestic appliances.

Lesson Plan 3 : Mode of Teaching Lesson Unit title: Time: Sex: -

Group Experimental Science Process Skills Instructional Package (SPSIP) 3 Unit 1 Feeding in animals and plants. Double Period (80 minutes) Mixed
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Average Age: Topic: Instructional Materials: Behavioural Objectives:

13 16 years old Method of feeding in animals Specimens teeth, students' activity sheets, meter and rule By the end of the lesson, students will be able to: a. mention 4 types of teeth found in animals' mouthparts as mammals? b. identify each types of teeth with their functions? c d. e define the word dentition? describe what dental formula is? state at least 3 types of feeding in mammals? Students have been using their teeth during and are familiar with what their teeth are.

Previous Knowledge:

Introduction:

The teacher introduces the lesson by asking the students the following questions.
a)

Describe the action of your teeth when you are taking a piece of yam into your mouth?

b)

Describe how a cow feed on the grasses?

Presentation of the Lesson: After dividing the students into groups of 12 students each, the lesson will be presented using the following activity sheets. (See the students activity sheet, after this lesson note) Step i: Activity 6.1 Adaptation of mouth part for feeding

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The students will be instructed to carry out activities on the sheet. Their answers will be submitted to the group for discussion. The students will be asking to measure the length of their pairs of premolars and molars with the use of a metre ruler. Taking proper care of personal hygiene should be maintained.

Step ii:

Activity 6.2 Dental formula The students will be provided with activity sheet 6.2. They will be instructed to carry out the activities on the sheets. The students answer will be submitted to the group for discussion.

Step iii:

Discussion and writing of the report session The result of the students submitted to each group will be discussed as follows;

Group discussion Class discussion Conclusion:

5 minutes 10 minutes Writing individual final result The lesson will be summarized as follows in this lesson: the dentition, the dental formula, types of feeding in mammals will be discussed. The next lesson will be on type of feeding in insects.

Students Activity sheet: 6 Activity 6.1

Method of feeding in Animals Adaptation of mouth parts for feeding Certain parts of the bodies of animals are specially suited for feeding. Consider your mouth and your jaws.
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In the mouth you have teeth. Without them you would find it very difficult to eat the kind of food you do such as meat and hard fruits. Exercise: Observe the mouth parts of your neighbour and look at the type of teeth found there? Put your observation on your activity sheets. (Communicating) Are all the teeth the-same? The front teeth are called Incisors. Draw the type of teeth. The next teeth to the incisors are called Canines. Draw this type of tooth. Next to the canine come the Premolars. Draw the structure of a premolar tooth. Further back, still you have the Molars. Draw the structure of the molar tooth. Count the number of each types of teeth observed on the upper jaw. (Communicating)

Types of teeth Incisors Canines Premolars Molars Total

Number in the upper jaw incisors --------------------------------------------------------

To have the complete set of teeth you are to multiply the total number of teeth above by two. What number will you get from an adult person altogether? (Formulating Questions and hypothesis)
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The number and arrangement of teeth is called the Dentition. Activity 6.2 Dental formula: 30 minutes To save a lot of writing, when describing the dentition of mammals, we are describing the dentition of mammals, we represent the number of teeth that an animal has and their types by what is called a Dental formula. Complete the following activities on the dental formula of an adult man. Alphabet I C P M Total When you observe the teeth of your neighbour, you will see that the right hand side should be the same as he left. We only write down the formula for one side. This applied to both the upper and lower jaw as observed in the above exercise Activity 6.3 Use the above table and write down the dental formula of an adult man i 2 C 1 P 2 M 3 2, Activity 6.4 The cat has the following dental formula
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Name of tooth

No on each Jaw No of half side

Canine

1,

2,

i 3 C 1 P 3 M 1 3, 1, 2, 1

What is the total number of teeth found in the above dental formula? An animal that feeds on flesh is alled.. A cow has the following dental formula i 0 C 0 P 3 M 3 0, 1, 3 3

Interpret the dental formula above (Interpretation of data) Why is it that the cow has more premolars than the cat? What kind of food does cow feed mainly on? Formulating Questions and Hypothesis List the name of the other 2 animals that feed like cow. (1) Evaluation: (2)

The teacher will evaluate the lesson by asking students the following questions:
a)

mention 4 types of teeth discussed within the lesson?

b)

name and state the functions of each type of teeth.

c)

what is dentition and give an example of dental formula?

d)

describe what dental formula means and give example of dental formula?

e)

state at least 3 types of feeding in mammals?

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What is herbivore? (Used the type of food mainly eaten by cow to answer this question) Compare your mode of feeding with that of carnivores, herbivores and Explain the type of food you feed on? What can you infer? (Inferring) This mode of feeding is called? Give example of an animal that feed like you? Conclusion: The lesson was summarized as follows in this lesson, the dentition, the dental formula; types of feeding in animals were discussed. feeding in insects. Lesson plan 4: Mode of teaching (SPSIP) Subject: Unit title: Lesson 4 Time: Class: Sex: Average Age: Topic: Instructional Materials: Integrated Science Feeding in animal and plants Unit 2 Double Period (80 minutes) JSS III Mixed 13 16 years old Methods of feeding in insects, Specimen of grasshopper. Housefly, Glass jar, Sugar, students' activity sheets and hand lens.
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The next lesson will be on types of

Group Experimental Science Process Skills Instructional Package

Behavioural Objectives:

By the end of the lesson, students will be able to:

a) b)

describe the method of feeding of grasshopper name the structure of the mouth parts of grasshopper

c) d)

describe the method of feeding in housefly compare the structure of the mouth of housefly with that of grasshopper

Previous Knowledge:

The students have learnt about method of feeding in mammals in their previous lesson e.g. man, cow, cat.

Introduction:

The teacher introduces the lesson by asking the students the following questions. 1. 2. What do you understand by dentition? Describe the mode of feeding in a cow?

Presentation of the Lesson:

The lesson was presented after grouping the students into 10 groups of 12 students each as follows

step i: Activity 6.5

Method of feeding in insect The students will be instructed to carry out the activities on the activity sheets provided and submit answers to their groups fro discussion (see student's activity sheets after this lesson plan )

step ii: Activity 6.6

The mouth parts of grasshopper Like the above procedure in step I students will be provided with activity sheets 6.6 they will be
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instructed to carry out the activities in the activity sheets and submit their results to their group for discussion. (See students' activity sheet after this lesson note) Step iii: Activity 6.7: The mouth parts of housefly. Activity sheets 6.8 will be provided to students to carry out some exercises. Their results will be submitted to their groups for discussion. Step iv: Discussion and writing final report session The result of the activities conducted will be discussed as follows: Group discussion Class discussion Writing individual final report 5 minutes 10 minutes 20 minutes

Activity 6.5

Time:

40 minutes Methods of feeding in insects Unlike the bigger animals, insects feed by biting and sucking.

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Activity 6.6

Give example of the sucking insects? (1) (2)

Give examples of two biting insects? (1) (2)

Observe the mouth-parts of a grasshopper from the specimen given to you by the use of hand lens. Carefully label the following parts A, B, C, D, E, F above. From the observation give the reason why grasshopper can feed by biting, list two insects that feed by biting method. (1) (2)

Give an example of any damage that can be caused by grasshoppers in Nigeria. Activity 6.7: Method of feeding of the housefly Housefly cannot feed on solid food, it always

feeds on liquids. This type of feeding is called sucking or lapping. Give 3 examples of sucking or lapping insects. Observe the specimen of a housefly given to you with the aids of hand lens;
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describe how the proboscis looks like. Explain how the proboscis is adapted for sucking? Activity 6.8 Catch a housefly and keep it in a jar for a day without food. Cover the bottle with wire

gauze so as to allow air to enter the jar. Then, put a little sugar in the jar and watch the insect carefully. Report your observation briefly in your activity sheets.

Evaluation:

The teacher evaluates the lesson by asking the students the following questions. 1. describe the method of feeding of grasshopper. 2. name the structure of the month parts of the grasshopper? 3. 4. describe the method of feeding in house fly? compare the structure of the mouth of housefly with that of grasshopper?

Conclusion:

The teacher conclude the lesson by briefly summarizing the lesson taught, such as

methods of feeding in insects, the mouth parts of a grasshopper and its method of feeding. The structures of the mouth parts and the method of feeding by housefly, the next lesson will be how plants make their own food.

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Lesson plan 5: Group: Mode of Teaching (SPSIP) Subject: Lesson (5) Unit title: Time: Class: Sex: Average Age: Topic: Instructional materials: Behavioural Objectives: to: 1. 2 Define photosynthesis State at least 3 factors necessary for photosynthesis to take place. 3. Mention the importance of Integrated Science Unit 3 Feeding in animal and plants. Double Period (80 minutes) JSS III Mixed 13 16 years old How plants make their food. Students' activity sheets By the end of the lesson, students will be able Experimental Science Process Skills Instructional package.

photosynthesis to life in general. 4. Conduct a simple experiment to detect the Previous Knowledge: presence of starch in a plant.

Students have learnt about how feeding takes place in Animals. E.g mammals, insects, etc

Introduction:

The teacher will introduce the lesson by asking the students the following questions:
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a.

Herbivores are animals

that feed on

what type of food substance Examples of such animals are? b. Mention at least two types of insects

and state the type of food they feed on? The teacher will tell the students that the lesson for today is on how plants make their food. Presentation of the lesson: After grouping the students into 10, consisting of 12 students to carrying out the following activities Step I Activity 6.9 How plants make their food. Students of each group will be provided with activity sheet 6.8 to carry out the activities stated. The answers will be provided by the students and submitted to various groups for discussion. (See students' activity sheets after this lesson note). Step II: Activity 7.0 Activity sheet 7.0 Testing plants storage organ for starch will be provided to the students. They will be instructed to carry out the exercises and provide the answers. The answers will be submitted to groups for discussion. Step III: Discussion -and -Writing-final-report result.

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The answers submitted from the various groups will be discussed as follows. Group discussions Class discussion 10 minutes Writing individual final report 20 minutes Students Activity sheet 7. Time: 40 minutes How plants make their food? No animal can make its own food from simple materials occurring around it. For example, man cannot make his food from air and water. Yet plants are able to do this very remarkable thing. They can make their own food from gases which occur in the air. The process where plants 5 minutes

manufacture their food by the use of sunlight with presence of carbon dioxide is called photosynthesis. Exercise: Read the following description carefully. Complete the equation by filing in the spaces with the missing words or symbols. We can describe what happens in the photosynthesis by using symbols to represent the compounds involved. The starting substances (reactants) are carbon dioxide (COs) and. water (H2 0). The products are oxygen (O2 ) and glucose (CeH12Oe). The catalyst is

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chlorophyll and energy is provided by sun. We can summaries the reaction as follows: ? + H20 Chlorophyll or symbol C6Hi206 +Missing words

light, 6CO2, 602

The glucose produced in photosynthesis can be built up into starch, which is stored in the plant organisms etc. Activity 7.1 Testing plants storage organ for starch. In this activity you, will need iodine solution and small piece of yam, cassava, potatoes and some beans. Add few drops of iodine solution to small pieces of plant material and record your observation. Can you offer explanation for the result?

Evaluation:

The teacher will evaluate the lesson by asking the students the following questions: a) b) What is photosynthesis? Mention 3 factors necessary for photosynthesis to photosynthesis to take place? c) d) State the importance of photosynthesis to life? mention the importance of photosynthesis to life in general? e) Conduct a simple demonstration to show the presence of starch in a plant?

Conclusion:

The teacher will concludes the lesson by briefly summarizing the lesson such as; the process of photosynthesis and the experiment to test

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presence of starch in a plant storage organ. (Experimenting) Lesson Plan 6: Group: Mode of teaching Subject: Lesson 6 Unit title: Time: Class: Sex: Average Age: Topic: photosynthesis. Instructional Materials: Iodine solution, Green leaf, Variegated leaf White tile, Test tubes, 90% ethanol and dropper, Students' activity sheets. Behavioural Objectives: By the end of the lesson, students will be able to: (a) List at least 3 conditions necessary for Experimental Science Process Skills Instructional Package (SPSIP) Integrated Science Unit 4 Feeding in animals and plants. Double Period (80 minutes) JSS III Mixed 13 16 years old Chlorophyll as a factor involved in

photosynthesis to take place. (b) Conduct a simple experiment to test for

the presence of chlorophyll in a leaf. (c) List at least 5 materials used to detect the presence of chlorophyll in a leaf.

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Previous Knowledge:

Students have learnt about photosynthesis and how to test the presence of starch in plant organ such as yam and cassava.

Introduction:

The teacher will introduce the lesson by asking the students the following questions: (a) (b) What is photosynthesis? Describe a simple experiment on now to detect the presence of starch in a plant storage organ? (c ) The teacher will explain to the students the lesson topic, which is chlorophyll as one of the factors, involved in

photosynthesis. Presentation of the lesson after dividing the students into 10 groups of 12 students each, the lesson will be presented as follows: Step i: Activity 8 Chlorophyll As factor involved in photosynthesis Students will be provided with activity 8 work sheet. They will be instructed to carry out activities stated. Step ii: Discussion and writing final report session The answers will be submitted to their various groups and will be discussed as follows: Group discussion Class discussion 5 minutes 10 minutes
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Writing individual final report Evaluation:

20 minutes The teacher will evaluate the lesson by asking the students the following questions: (a) Mention at least 3 factors needed for

photosynthesis to take place? (b) Briefly explain how you will conduct a

simple experiment to test for presence of chlorophyll? (c )List at least 5 materials to be used in testing for the presence of chlorophyll in green leaf? Conclusion: The lesson will be concluded by briefly summarizing the lesson conducted such as, the factors involved in photosynthesis. The next lesson will be on testing leaf for starch.

Students Activity Sheet 10 Activity 10 Time: Activity 10.1 40 minutes Factors involved in photosynthesis- Chlorophyll You need some variegated leaves (e.g from the cotton) and the material to-testing starch ( such as test tube, boiling water bath, 90% ethanol, dropper. ; white tile, iodine solution, and green leaves). Cut pieces from the different coloured part of the leaf.
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Test the different coloured section of the leaf for starch. Test for the presence of starch in the green leaf what do you observe? How can you explain these observations? What hypothesis can you draw from the observation?

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APPENDIX (J) Lesson Plan For The Control Group (Lecture method) Lesson plan one Method of teaching Science = Subject; Lesson I Group: Class Unit Title: Time: Topic: Instructional Materials: Control (Lecture Method) JSS III Energy conversions Double period (80 minutes) Forms of energy Candle, Battery, Flashlight bulb, A radio, Tape recorder, Electric motor, A match box and Torchlight. Behavioural Objectives: By the end of the lesson, students will be able to a) b) c) define what energy is? list five forms of energy explain the sources of energy Lecture method Integrated Science

mentioned above. d) identify energy conversion from one form to another e) perform some simple demonstration on energy conversion. Previous Knowledge: Introduction: Students have learnt what energy is The teacher will ask the students the following questions:
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(a) (b)

Define the word energy? Rub your palm together for a minute what happens?

Presentation: Step I:

The teacher presented the lesson as follows: The teacher explains that, energy is so important in every thing we do. A body that has energy can do work. For example the moving car use energy, animal moving from one place to another uses energy, electric fan radio, television set, falling moving mango, all these require the use of energy before they can work. There are various forms of energy. We have chemical energy kinetic energy, potential energy, electrical energy, light energy and sound energy. The primary source of this energy is from sunlight. For example, the energy transfers from sunlight to the plants through the process of photosynthesis and to animals through feeding from the plant. This form of energy can be converted in to one form to another.

Step II:

The teacher will explain to the students the examples of the energy stated above as follows:

Chemical energy:

Example form fuel, e.g petroleum, kerosene, food, gas, battery etc.
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Kinetic energy:

Moving objects such as electric fan (also called mechanical energy), a moving car, an airplane, a moving animal etc.

Potential energy:

The body at rest when it is set to carry out certain functions e.g a fruit that is to fall from a tree. Also an animal that is set to run or lump are said to have possessed potential energy.

Electrical energy:

From electricity, battery. This is in form of currents.

Light energy:

From burning of some fuels. petroleum, kerosene, candle etc.

E.g wood,

Heat energy:

From contact between two surfaces (e.g friction) and movement of body in an object.

Sound energy:

From playing of musical instruments such as drum, guitar, piano, clapping of hands. Also from the voice box of animals e.g man, dog etc.

Step iii:

The teacher gave the students materials such as candle, battery, firewood, radio, telephone head, flash light bulb, electric fan. a torchlight, and group them according to the type of energy they produce. For example

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Materials Match stick Candle Battery

Types of energy Chemical energy, heat, light etc. Chemical, heat, light Chemical (it can form other types depending on the instrument of

operation used e.g. when we connect wire and flash light bulb we have light energy and heat energy. Telephone ear piece Telephone mouth piece Torch light Firewood Radio step iv: Sound energy Electrical energy Light and heat energy Chemical heat, light Sound, kinetic and light

The teacher asked the students to mention other sources of energy apart from those stated above and the types of energies they possesses.

Evaluation: questions

The teacher ask the students the following

a) b) c)

What is Energy? List at least five types of energy that you know. Briefly explain five sources of energy mentioned (b) above

d)

Identify energy conversion from one form to another

e)
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Explain how you can perform some

simple

demonstration

on

energy

conversion. Conclusion: The teacher will conclude the lesson by explaining to the students briefly in the today's lesson. That is, what they have learnt such as what energy is, the types of energy, the sources and their use in our day - to -day activities. The teacher will tell them that the next lesson will be on energy conversion or changing energy from one form to the other. Lesson Plan two Method of teaching: Subject: Lesson 2 Group: Sex: Class: Unit title: Time: Topic: Instructional Materials: Lecture method Integrated Science Unit 2 Control Mixed JSS III No. Energy conversion Double period (80 minutes) Changing energy from one form to another. Dry ceil battery, match stick, candle, Telephone machine, flexible wire, flashing bulb, Radio, tape recorder, electric fan stapling machine, a torchlight etc.

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Behavioural Objectives:

By the end of the lesson, students will be able to: Explain how energy can be transferred into one form to the other.
a)

Trace the types of energy conversion taken place in the appliances provided.

b)

Explain the importance of energy to life to our day-to-day activities.

c)

Give at least five examples of other energy conversion application apart from those used in the lesson.

Previous Knowledge:

Students have learnt about types of energy and their sources. E. g chemical energy from the food we eat etc.

Introduction:

The teacher asks the students the following questions: 1) 2) Name at least 5 types of energy Give an example of the sources of the energy mentioned in lesson one above

Presentation:

The teacher will present the lesson based on the followings steps.

Step i:

The teacher will ask the students to mention various types of energy and an example of their sources as follows:

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Types of Energy Chemical Electrical Potential Kinetic Light Sound Heat Step ii:

Possible Sources Match stick, food.etc. Battery, electricity etc Fruit animals and rest. Fan, motor car etc Battery, fuel, electricity etc. Radio, telephone, tape recorder Fuel, battery, electricity etc,

The teacher discussed the energy transformation as follows: Changing Potential Energy to Kinetic Energy When an object rests at a point some height above the ground, we say that the object has Potential Energy. This is because the object is capable of doing work if free, Work must have been done on the objects in taking it to this position. This work done is stored in the object as potential energy. As the object is free if falls towards the ground because of the gravitational pull on it while falling. At each point in its motions, it has both potential energy decreasing and the kinetic energy increasing. This means that the potential energy is being converted to kinetic energy during the motion downward. Just before it hits the ground, all its original potential energy is converted to kinetic energy. Consider these questions (1) a mango falls from the branch to the ground what energy had it when left the
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branch? What energy had it just before it hits the ground? What energy had become of this energy when it hits the ground? A gun is fired and the bullet from it hits a bird which falls to the ground. What energy changes took place from the moment of firing the gun to the moment the bird hits the ground? If you have answered these questions correctly, you will find that in each example: you have started off with one form of energy and ended up with another forms. Step iii: The teacher will explain the other types of energy conversion to the try, students as follows: Rub your palms together for about two minutes what do you notice? What happens was that your palm used kinetic energy and convert it to heat energy Also when you put in an empty tin is shaken it will produce sound, this is another conversion from kinetic energy to sound energy. Another example of energy

conversion is as follows: A dry cell battery possesses chemical energy this chemical energy can be converted into electrical energy as the energy passes through flexible wire it is now been converted into light energy and heat energy when connected with flash light bulb. Also the dry call battery is connected through the flexible wire and the positive part and the negative part of the wire were connected with dry cell battery light and heats are produced, this
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is another example of energy transformation. The two examples can be summarized as: The first one Chemical Electrical light & heat energy. The Second one Chemical Electrical light & heat energy. Heat energy to light can be replaced as follows: When we heat any solid and it becomes red hot, it glows. Fire wood and metals often glows when they are heated. An example of energy conversion from heat to light energy is Heat energy light energy. Step iv: The teacher explained to the students that energy conversion can be done into so many steps from one form to another. Examples are as follows: 1. A stone can be strike on iron bar the product will be heat and light. The energy

transformation is therefore as follows: Mechanical (Kinetic) Sound Heat Light energy 2. Another example is that of electrical energy to mechanical and sound energy. This can be explained by the use of electric bell and telephone machine. This could be traced as follows:

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Electrical energy (from electricity current) Kinetic energy f from movement of striking bell) the sound (from the product bell) i.e Electrical energy Kinetic energy Sound energy Pressing Iron. An electric pressing iron converts electrical energy to heat, which is used to press clothes. It consists of coil of wire (filament), a plane metal surface, a switch and bimetallic strip. When current passes through the heating coil in the iron, electrical energy is converted into heat energy and the temperature of the iron rises when the iron reaches the temperature set by the switch, the bimetal strip is bent and this switches off the current as the contact points are now separated. When the pressing iron cools, the strip uncurls, contact is again made current flow once and heat the filament. The teacher ask the students to trace the energy conversion in another home appliances such as radio = Electrical Kinetic Sound energy Radio (with battery) Chemical Electrical kinetic Sound and heat energy Television = Electrical light sound kinetic energy and heat energy Electrical

sound heat kinetic Evaluation: The teacher will ask the students the following questions: a) Trace the types of energy conversion taken place in the appliances provided. b) Explain the importance of energy to life to our dayto-day activities.
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c)

Give at least five examples of other energy conversion application apart from those used in the lesson.

d)

Trace the energy conversion that take place in the following: i) ii) iii) Rubbing of finger on a table A moving vehicle (e.g. lorry) Cooking of food (using firewood)

e)

Give 2 examples of home appliances that energy conversion takes place and explain how that happens in each.

Conclusion:

The lesson will be concluded by the teacher by briefly summarizing what the students have learnt in this lesson such as a. b. c. Energy transformations. Examples of energy transformation application of energy transformation to our day -to day activities d. Students will be assigned to read more about energy conversion in the NISP and other relevant text-books.

Assignment:

Students will be ask to list more materials that can be used for this conversion of energy apart from four stated in this lesson.

Lesson note 3 for control group Method of teaching: Subject: Lesson 3: Lecture method. Integrated science Unit 1
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GroupClass: Sex: Unit title: Topic: Time: Instructional materials:

Control JSS III Mixed Feeding in animals and plants. Method of feeding in Animals. Double period (80 Minutes)

1.

Specimen of animals skulls, such as sheep, dog etc.

2.

Also specimens of different types of teeth in incisors, canines, premolars and molars.

3.

Pictures of some animals.

Behavioural Objectives:

By the end of the lesson, students will be able to: a) Mention 4 types of teeth found in animals mouthparts as mammals. b) c) d) e) Identify each types of teeth with their functions. Define the word dentition? Describe what dental formula is? State at least 3 types of feeding in mammals. Students have learnt what energy is, and

Previous Knowledge:

sources of the energy. Introduction: follows: You have learnt that feeding is one of the characteristics of living things. The teacher introduces the lesson to the students as

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You also learnt that living things (Animals and Plants) feed in order to get energy to carry out their daily activities and also grow. In this lesson you will learn about: 1) 2) 3) The adaptation of mouthparts for feeding. The dentition of mammals. Animals food and method of feeding.

Presentation: Step i: The lesson will be presented to the students by the teacher a follows: Adaptation of mouthparts for feeding The teacher explains to the students that parts of animals that are adapted to these types of feeding are as follows: Certain parts of the bodies of animals are specially suited for feeding. Consider your mouth and your jaws. In your mouth you have teeth. Without them you would find it difficult to eat the kind of food you do such as meat and hard fruits. All animals feeding on solid foods have teeth, with which they tear or grind their food before swallowing it. The number and arrangement of teeth is called dentition of the animal, the muscles of the jaw and check, the tongue and the lips are also connected with feeding. The dentition of an animal is designed to suit the kind of food, which the animal eats. Animals can be divided into three groups according to the kind of food they eat these are the herbivores (or plants eaters) the carnivores (or flesh eaters), and the omnivores
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(which eat both flesh and plants). The teacher asks the students to write down the names of three animals in each group. Step ii: Structure of the tooth. The teacher will explain to the students the structure of the tooth as follows: The front teeth are Incisors. If you think of a line dividing the jaw into two parts, a right part and left part there are two incisors on each side of the line in the upper jaw and two on each side in lower jaw in other words, you should have eight incisors altogether, four above and four below. See diagram 411 below

Molars

Pre-Molars Canine

Fig 4.1: The Lower Jaw Dentition in Animals

Incisor

Next to the incisors come the canine teeth. Why are the y called canine? (The teacher will expect the answer from the students before telling them the answers. You have one canine tooth on each side in the top jaw and the same number below, giving you four canines altogether (see fig. 4.1 above) the Incisors and the canines are for biting and cutting.
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Next to the canines comes the premolar. These look very different from the incisors or canines. They have broad surface and are much bigger than two of these on each side of the jaw, above and below, making eight altogether the further still you have the molars themselves. These are bigger still. The premolars and molars are used for chewing and crushing. It is the molar that often called a wisdom tooth possibly because it does not appear until you are old enough to have become wise! An adult should have three molars on each side top and bottom of the jaw. How many teeth should an adult have altogether? To save a lot of writing when describing dentition of mammal, we

represent the number of teeth that an animal has, and their types by what is called a dental formula. In this I stand for Incisors, C stands for canine, P stands for Premolar and M for Molars. The dental formula for an adult man is thus: i 2 C 1 P 2 M 3 2, 1, 2, 3

As the right hand side should be the same as the left, we only write down the formula for one side. The top and bottom numbers show the number of teeth of the different types in the top and bottom jaws. From the formula, you can see that an adult man should have 8 teeth on top right jaw (2 + 1 + 2 + 3) and 8 on the bottom right, and as the left hand side is just the same, he should have a total of 16 on the left hand side given the total of 32 teeth.
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Step iii:

Animal foods and methods of feeding The teacher will explain the types of feeding method of some animals as follows: a carnivores: These categories of animals are flesh eaters. The family Members includes: the cat, lions, leopard, dog etc. The cat has a dental formula of i 3 C 1 P 3 M 1 3, 1, 2 1 Note how they differ from yours The incisors are small and chisel - shaped. The canines are enlarging into fangs and the cheek teeth (premolar and molars) have their crown extended into ridges running along the line of the jaw. The ridges are sharp and are used like a pair of scissors. The cat kills its prey with its sharp canines, cuts the flesh into pieces with incisors like motion of its jaw and swallows it. Carnivores generally feed by tearing their food; this is the way a dog feeds. Does it chew its food before swallowing it?

Step iv:

Other types of feeding method will be explained to the students as follows:

Herbivores:

These are types of animal that feed on plants materials such as vegetable and many grass. They do not feed on flesh at all examples are sheep, cow, goat etc. In this lesson, we shall take a cow as an example which has this dental formula i 0 C 0 P 3 M 3 0, 1, 3, 3,

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The cow has more teeth in its lower jaw. There are no incisors in the lower jaw this type of dentition is adapted for grass eating the premolars and molars are well adapted for grinding the grasses. Ominivores: These are groups of animals that feed on both plant and" animal products. You already know what dental formula is and have seen that it is well design to enable you to feed on variety of foods. You can bite and chew bones or hard foods can be broken with the strong incisors. Grinding of food into fine particles is made very easy with the help of the molars and the side movement of the jaw. Example of animals' that feed with this method is man, monkey, pig etc. Unlike the cow and sheep, human beings have the same number of teeth in the upper and lower jaws. Evaluation: The teacher will ask the students the following questions? 1. 2. 3. 4. Mention 4 types of teeth discussed within the lesson? Name and state the functions of each type of teeth? What is dentition and give an example of dental formula? Describe what dental formula means and give example of dental formula. 5. 6. State at least 3 types of feeding in mammals? Identify the importance of feeding in animals.

Conclusion:

The lesson was concluded as follows. In this lesson, you have learnt about the adaptation of mouth parts for feeding and different methods of feeding in animals such as carnivore e.g cat, herbivores e.g cow. You have seen different types of teeth with their functions and formula. In the next lesson, we
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shall study the feeding method in insects, so read this in your note before the lesson. Assignment: The teacher will ask the students to list three types of feeding methods learnt and give example of animals in each group apart from those stated in this lesson. Lesson note 4: Method of Teaching: Subject Lesson 4 Group Class Sex: Average age: Time: Topic: Instructional Materials: Control group Lecture Method Integrated Science. Unit 2 Control Jss III. Mixed 13-16 years old Double period (80 minutes) Method of feeding of insects A grasshopper or cockroach housefly, Glass jar, Sugar cane etc. Behavioural Objectives: By the end of-the lesson, the students will be able to: Explain method of feeding in insects such as housefly, grasshopper, and caterpillar a) b) Describe the method of feeding of grasshopper. Name the structure of the mouthparts of grasshopper. c) d) Describe the method of feeding in housefly. Compute the structure of the mouth of housefly with that of grasshopper.
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hand lens,

Previous Knowledge:

Students have learnt about feeding methods in mammals e.g. cow, man, cat etc.

Introduction:

The teacher will ask the students the following questions a) b) List the three-types of feeding in mammal? Mention types of teeth you know? i.e. incisors, canine, premolars and molars,

Presentation: Step i:

The lesson will be presented by the teacher as follows: Feeding method in Insects. The teacher started the teaching by explaining the feeding methods in insects as follows: Unlike bigger animals, insects feed by biting and sucking. Biting (or chewing) insects include the grasshopper, the locust and the caterpillar (the lower stage of the moth or butterfly) amongst, of course many others. These are insects which you will easily find on a farm or in your garden. You can watch a grasshopper feeding if you approach it very quietly. The mouth parts of a grasshopper are so constructed to help it feed by biting leaf blade. There are a large number of different types of insects that feed by sucking or "lapping. Some of them are beneficial to mankind; others are harmfu 1 mosquitoes feed by sucking of blood. It has been known for long time that certain kinds of mosquitoes transmit malaria germs for example anopheles mosquitoes, other

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common sucking ' or lapping insect are housefly, bees, wasps, and butterflies. For example, Housefly is harmful because it is so easily carries disease germ: from one place to another for example, dysentery is one of such disease. Step ii: Method of feeding of housefly. A housefly cannot feed on solid food, it always feeds on liquids. So it has to convert solid food to liquid before it can use it. When settles on food, it extend its mouth part (called the proboscis) on to the food. It sends salivary gland down the proboscis and to the food, and the saliva immediately started to digest the food and turn it into a liquid. The liquid food in them sucked up by the proboscis into the esophagus and then into the stomach.

Step iii:

Method of Feeding of a Grasshopper Grasshopper uses the parts of its mouth such as labium, maxilla, mandible, and labrum for cutting and chewing process. The cutting process is similar to that of a pair of scissors, that's why it can feed on solid soft substances like leaves etc. Grasshopper can cause consideration loss to the farmer. A locust will eat its own weight of vegetable in a day, and when you remember that a swarm of locust may well number over thousands million, you can imagine what a tremendous amount of harm
200 200

they do. Infact, famines have been caused by them. Observe the mouth parts of grasshopper, draw and label in your note book. Evaluation: The teacher will ask the students the following questions:
a)

describe

the

method

of

feeding

of

grasshopper?
b) c) d)

name the structure of the mouth parts. describe the method of feeding in housefly? compare the structure of the mouth of housefly with that of grasshopper?

e)

mention one way in which insects use their mouth parts in transmitting some common diseases

Conclusion:

The teacher will conclude the lesson by given brief explanation of this lesson as follows. Todays you (students) have learn about types of feeding in insects, in the next lesson we shall be discussing how plants make their foods.

Assignment:

The teacher will give the students the assignment as follows: List as many insects you know as possible and classify them under their mode of feeding.

Lesson notes 5 for control groups Method of teaching: Subject: Lesson 5 Lecture method. Integrated science Unit 8
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Group Class Sex: Average age: Unit title: Time: Topic: Instructional Materials: Roots, Iodine solution etc. Behavioural Objectives:

Control JSS III Mixed 13-16 years old Feeding in plants and animals. Double period (80 Minutes) Method of feeding in plants. Potted plant, Green leaves, variegated leaves,

By the end of the lesson, students will be able to: a) b) what is photosynthesis? State at least 3 factors necessary for photosynthesis to take place? c) describe a simple demonstration on how to detect the presence of starch in a plant storage organ? d) conduct a simple demonstration to show the presence of starch in a leaf. e) identify the importance of plants food to our daily activities. f) mention various parts of the plants that can store food.

Previous Knowledge:

Students have learnt the mode of feeding in animals, e.g mammals, carnivore, herbivore and omnivore and insect such as sucking an, chewing.
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Introduction:

The teacher introduces the lesson by asking students the following question: a) Can animal make its food from simple materials like air and water around it? Yet plants are able to do this, they can make their foods form gases: which occur, in the air we shall see how this could be done in this lesson.

Presentation:

The teacher presents the lesson before the student as follow:

Step i:

How plants make their food. The teacher explains how plants make their own food as follows: The process-by which the plant makes starch, is called Photosynthesis. This simply means building up by means of light. The word synthesis means building up. Photosynthesis is the most important chemical reaction in the world. If it did not take place you would not be here to read and-remember your lesson on food chain in the previous lesson. Photosynthesis is the process by which green plants build up carbohydrates from carbon dioxide and water. The energy for synthesis is obtained from sunlight which is absorbed by chlorophyll. Oxygen is given off as a by - product. In land plants the water is absorbed from the soil by the root system and the carbon dioxide from the air through the stomata. Photosynthesis goes on principally in the leaves though any green part of plants can photosynthesize. The process may be represented by the equation 6C02 + 6H20 + Sunlight . = C6 H,2 06 + 6O2 . Absorbed by chlorophyll
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Step ii:

The teacher will explain to the students how carbon dioxide is presented in the leaf. When you burn a dried leaf in air it gives up carbon dioxide, when the gas give off is tested with lime, it turns milky this indicated the presence of carbon dioxide in the leaves. The carbon dioxide is formed when plant is burnt indicates that there must be carbon in it. The gas that contains carbon is carbon dioxide; it must be the source of food material for plant. Carbon dioxide must be concerned with the making of starch in the green plant leaves. This can be conducted by simple experiment as follows: Select sunlight plant or balsam plant and on one of the leaves clip a piece of black paper so that light cannot penetrate to the whole leaf. Let the plant stand for a day before testing for starch. Then take the leaf you have partly covered up. Put it in boiling water and extract the chlorophyll with alcohol. Test the leaf for starch by adding iodine. The part of leaf containing starch wilt turn brown from the yellowish colour. This indicates the presence of starch

Step iii:

The teacher explains the parts of the plants concerned with making food. Obviously, the leaves have a lot to do with carbon dioxide, which enters leaves through stomata, and it diffuses through the leaf. Part of the food material for the plant is supplied by soil. But, of course a plant cannot take up solid dissolve in water these are taken up by the plants through the roots. These materials are salts of calcium, potassium, nitrogen, magnesium, phosphorus and some other
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elements. They dissolve in rainwater falling on the solid and are taken into plants through roots hairs. These are fine hairs, which out from the main root. There are no holes in the root hair, so how does the solution of salts from soil get in? This is very important process for both plants and animals. This root hair acts like molecule sieve letting very tiny particles the size of molecules to pass through it. Carbon dioxide and water from the soil meet in the leaf and are formed into starch. For the process to take place, there must be light energy. Step iv: Food storage in plants. The teacher explains the above topic as follows: We have discussed a very simplified account of what happen when plant makes starch. Sugar is formed first in the leaf of the plants and the starch is made from sugar. Sugar and starch are very similar chemical compounds. They belong both to group of substance called element such as Carbon, Hydrogen and oxygen. Can you name a plant which makes a lot of sugar and does not convert it into starch? Some plants stored starch (e.g. yam, cassava, etc.) some, plants stored protein as well as some starch. Protein is nitrogen containing substance and it is essential for life. Plants obtain nitrogen from the soil to produce nitrogen. The supply of nitrate is not always sufficient and the farmers have often to add it to the soils in inform of fertilizers. Some store oil as in groundnut etc. plant store their food in special places called
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storage organ. Any part of the plant can be adopted for the purpose in the leaf, the root, the stem, and the seeds. Evaluation : The teacher will evaluate the lesson as follows: the students will be ask the following questions: a) mention at least 3 factors needed for the photosynthesis to take place? b) briefly explain how you will conduct a simple demonstration to test for presence of chlorophyll in a plant leaf? c) list at least 5 materials to be used testing for the presence of chlorophyll in a green leaf? d) Conclusion: identify the parts which food may be stored in plant?

The teacher concludes the lesson by briefly reviewing the topic of the lesson as follows students to day in this lesson, you have learnt how plants manufactured their food, also how to test for starch and, the necessary condition needed for photosynthesis to take place and the storage organ for food in plant. You are advice to read more about this in your various textbooks.

Assignment:

Students will be given the following assignments by the teacher: 1. Observe different foods items at home and classify them into their various classes? 2. Find out at least two reasons why food is important to our daily activities?

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DIX (K) Pilot Study of the Instruments S/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Pract. Pretest 30 26 23 16 18 23 17 23 21 17 19 26 21 20 27 27 28 16 17 27 18 22 26 21 18 18 19 21 22 22 15 21 21 26 21 18 30 16 19 Pract. Achie. Test retest Pretest 27 20 26 22 24 20 13 22 18 19 24 17 14 22 23 24 22 15 14 22 19 19 27 20 18 22 20 19 28 16 24 21 28 21 17 18 14 20 27 18 19 20 19 19 26 19 22 20 15 16 18 19 20 18 18 18 22 14 23 15 12 11 21 19 22 13 23 19 21 19 19 21 27 22 16 18 20 21
207

Achie. Test retest 21 19 22 23 16 21 23 21 19 23 16 15 23 16 24 22 18 21 21 15 19 20 16 17 17 16 22 19 11 20 12 16 15 20 16 22 23 15 18

Attitude Pretest 4 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 4 3

Attitude Test retest 4 2 2 3 3 2 3 3 3 2 3 3 3 2 2 3 2 3 2 3 4 2 2 3 3 2 1 3 3 2 3 3 3 2 2 3 3 4 2

40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66

22 22 16 20 17 28 23 12 27 12 27 22 25 19 21 21 20 21 19 25 22 25 32 30 23 21 21

19 22 17 17 17 29 20 12 28 9 27 23 22 19 22 18 20 22 16 25 23 22 32 31 20 21 22

19 16 22 15 19 20 19 20 21 15 21 22 20 17 15 19 21 22 15 18 19 21 20 18 20 23 17

20 13 24 16 16 18 20 17 21 16 18 21 21 14 21 20 18 22 16 15 13 22 17 20 21 20 19

3 4 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 3 3 3 3 2

3 4 2 2 3 3 2 3 3 3 2 3 3 3 2 2 3 2 3 2 3 4 2 2 3 3 2

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APPENDIX (L) Table 3.4: Discrimination Indices (DI) for the Integrated Science Achievement Test (ISAT) Items 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 RR Discrimination Index (P1-P2) DCRP 0.95 0.70 0.70 0.68 0.71 0.70 0.61 0.70 0.67 0.68 0.70 0.67 0.67 0.62 0.65 0.68 0.67 0.70 0.70 0.67 Items 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 RR RR Discrimination Index (P1-P2) 0.67 0.67 0.70 0.61 0.70 0.64 0.70 0.67 0.70 0.64 0.67 0.65 0.62 0.71 0.64 0.67 0.65 0.68 0.71 0.70

Key: RR: Revised and Retained, DCRP: Discarded and Replaced

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APPENDIX (M) Table 3.4: Item Facility difficulty (FI) for the Integrated Science Achievement Test (ISAT) Items 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 RR RR RR Facility Index (FI) DCRP -0.12 0.30 0.30 0.34 0.24 0.30 0.27 0.30 0.36 0.28 0.30 0.32 0.32 0.32 0.30 0.34 0.28 0.30 0.30 0.32 Items 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 RR RR RR Facility Index (FI) 0.34 0.32 0.30 0.35 0.30 0.38 0.30 0.32 0.30 0.28 0.32 0.30 0.32 0.23 0.34 0.32 0.30 0.33 0.24 0.30

Key: RR: Revised and Retained, DCRP: Discarded and Replaced

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APPENDIX (N) The following were the items selected based on the analysis above the difficulty Index: 1. Items without modification are: 2, 3, 4, 6, 8, 9, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 26, 27, 28, 29, 31, 32, 33, 35, 36, 37, 38 and 40. 2. 3. While items selected with modification are: 5, 7, 10, 17, 25, 30, 34 and 39. The item that was discarded and replaced with other item is number one (1.) on the list. The theoretically accepted ranges for facility indices is 0.30-0.70 while for discrimination indices is 0.6o-0.85 by Satterly (1986) See appendix (L and M) for tables 3.3 and 3.4

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