International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186
Assessment of Science Process Skills: Basis for The Development of Laboratory Manual in Physics
Gilbert C. Belvis, Ph.D
Iloilo State College of Fisheries, Tiwi, Barotac Nuevo, Iloilo, 5007, Philippines
Abstract: This study was conducted to assess the level of science process skills and will be the basis for the development of Laboratory Manual in Physics for Grade 9 students of Anilao National High School, Anilao, Iloilo for the school year 2016 – 2017. A total of 48 grade 9 – 1 students was utilized as respondents. Developmental research design was employed conducted during the fourth grading period of SY 2016 – 2017. Data were gathered using pretest and posttest. The data were analyzed using the mean, Standard deviation and t-test. Pretest result showed that the level of Basic Science Process Skills of 48 grade 9 – 1 students were categorized as poor. Laboratory Manual in Physics was developed and implemented. After the implementation, post test was administered. Post test result showed that the level of SPS of 48 grade 9-1 students were categorized as Very Good. It further revealed that there is a significant difference on the level of SPS of 48 Grade 9-1 students before and after the implementation, as also reflected during the interview and focus group discussion when respondents were asked and agreed about the implementation. The 0.05 % alpha level was used as criterion for acceptance or rejection of the alternative hypothesis. SPSS was used for statistical computations.
Keywords
I. INTRODUCTION
The beginning of the 21st century marked a new era of reform in science education (Hofstein & Mamlok-Naaman, 2007). Both the content and pedagogy of science learning and teaching were being criticized and new science education standards that were intended to shape and revitalize science education emerged (Hofstein & Mamlok-Naaman, 2007). Students, in this 21st century, need to be able to use technology to collect and process data and to present and disseminate the results (Rhoton & Shane, 2006). But in the teaching of science concept, it is most essential for the teacher to arouse the students’ curiosity. Unless the students wants to know what the teacher has to say, it is most likely that time and effort in trying to teach the student would have been completely wasted. The first task of the teacher is to attract the attention of the student. This goes for all levels of learning, whether it is primary grade, high school or college. A student without interest is the desperation of any teacher. In fact, the main objective of formal education is the arousing of the students’ interest, if nothing else. Once curiosity is aroused, the student will learn much more on his/her own than the teacher can ever teach him/her. Learning only takes place if the student wants to learn. A point of concern that dedicated teachers will sooner or later face in their career, is how to arouse the students’ interest in the subject matter that he or