This thesis investigates the effects of using a science process skills approach on the academic performance and attitudes of integrated science students with varied abilities. The study was conducted among junior secondary school students in Nigeria. Data was collected using tests of practical skills, an integrated science achievement test, and an attitude questionnaire. Results showed that students taught using a science process skills approach performed better academically compared to those taught with a traditional lecture method. The study also found no significant difference in changes to attitude based on gender. The researcher recommends incorporating science process skills into teacher training to improve student performance.

Effects of Science Process Skills Approach On Academic Performance and Attitude of Integrated Science Students With Varied Abilities. PDF

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