ASSESSMENT OF SCIENCE PROCESS SKILLS OF BASIC SCIENCE TEACHERS’ UPPER BASIC SCHOOLS

Abstract

This study investigates the Science Process Skills (SPSs) possessed by Basic Science teachers in Anambra State's Upper Basic Schools, crucial for fostering critical thinking and problem-solving among students. Using a descriptive survey design, data were collected from 178 Basic Science teachers across 266 public secondary schools. The Science Process Skills Test (SPST), validated by experts and piloted for reliability, assessed skills such as observation, classification, measurement, inference, prediction, experimentation, and communication. The findings reveal that while teachers exhibit high proficiency in skills like classification (76.40%), predicting (81.10%), and interpreting data (76.03%), there are significant gaps in skills such as controlling variables (33.73%) and graphing (49.73%). This disparity suggests a need for targeted professional development to enhance teachers' proficiency in these critical areas. Addressing these gaps is essential for improving the overall quality of science education, thereby benefiting students' academic performance and interest in science-related careers. The study recommends continuous professional development and the establishment of a dedicated unit within the Ministry of Education to support and sustain the application of SPSs among science teachers.