Effect of practical activity on basic science process skills acquisition and cognitive achievement of senior high school biology students

Abstract

This study examined the effect of practical activity on the development of basic science process skills and cognitive achievement of SHS biology students. This study adopted a quantitative approach using quasi-experimental research design. The design enabled examination of causal relationships without full randomization, allowing for comparison between two groups under controlled conditions. The study was carried out at Saviour Senior High School at Osiem in Eastern region of Ghana. The target population was all students of Saviour Senior High School consisting of 2,403 students. The accessible population for this study was 250 science students in the science department. The sample size was 120 students selected through purposive sampling technique. Additionally, the study employed a census sampling technique, involving all 20 teachers in the science department. This approach was chosen because the population was small and accessible, making it feasible to include every member without the need for random selection. Two intact classes were used with each class consisting of sixty (60) students. The main instruments used for data collection in the study were Science Process Skills Acquisition Test (SPSAT), Standardized test, Likert scale questionnaire and Observation Checklist. Descriptive statistics, t-tests and correlation were used in data analysis. The entire period of the study was 10 weeks. Pre-intervention test and Post-intervention test were administered. In the study, reliability was established using the Cronbach’s Alpha coefficient for internal consistency of the questionnaire and the test-retest. Alpha values of 0.997 and 0.83 were determined for the questionnaire and test –retest respectively. Validity was established through expert judgement and pilot testing. Pilot test was conducted at Ofori Panin Senior High School on 30 students. It was found out in the study that, practical activity learning approach increases students acquisition of science process skills and also University of Education,Winneba http://ir.uew.edu.gh xiv increases their cognitive achievement. Strong positive relationship was found out to exist between Science Process Skills and Cognitive achievement. The study also revealed that, most teachers’ inability to organize practical sessions were as a results of several challenges they encounter in its organization. It was recommended that, Biology teachers should adopt thorough practical activity learning strategy in their lesson deliveries in order to enhance students’ attitude towards the subject, school management should ensure professional development of teachers through workshops. Policy makers should integrate practical activity into the curricula and make investment in laboratory infrastructure of the schools.