AN ASSESSMENT OF SCIENCE PROCESS SKILLS AMONG SCIENCE STUDENTS IN RIVER STATE, NIGERIA

Abstract

The present study assessed junior secondary school students' basic and integrated science process skills. The study was conducted during the 2021/2022 academic year in the post-primary education zones of River state, Nigeria. The participants completed a self-report measure of the SPS. A descriptive research method was adopted in the study. The percentage analysis conducted on the data revealed that most respondents (66.2%) were more familiar with the concept of basic science process skills than (33.8%) of their counterparts. Conversely, the result revealed high unfamiliarity with integrated science process skills among the students (84.4%). The finding revealed a gap in science teaching and learning in River state's post-primary education system. It is recommended that teachers improve their pedagogical strategies in the science classroom. The result has implications for developing science education.