Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations

Abstract Full-Text HTML Download Download as PDF (Size:66KB) PP. 713-717
DOI: 10.4236/ce.2013.411101    5,957 Downloads   10,551 Views   Citations

ABSTRACT

The purpose of the study was to determine the science process skills included in the Kenya Certificate of Secondary Education (KCSE) biology practical examinations in Kenya for a period of 10 years (2002- 2012). Ex-post facto design was adopted for the study. The content of KCSE Biology Practical Questions (KCSE-BPQ) for the period was analyzed based on 12 categories of science process skills and their descriptions. The data were analyzed descriptively using percentages. The five most common science process skills identified out of the 12 examined in the study are observation (32.24%), communicating (14.63%), inferring (13.13%), experimenting (12.21%) and interpreting data (11.94%). The results also revealed a high percentage of basic science process skills at 73.73% compared to the integrated science process skills at 26.27%. It is recommended that the Kenya National Examination Council should include more integrated science process skills into the KCSE biology practical examinations to enable the students to develop problem solving abilities and creativity which are important tools for biotechnology.

Cite this paper

Ongowo, R. & Indoshi, F. (2013). Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations. Creative Education, 4, 713-717. doi: 10.4236/ce.2013.411101.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] AAAS (American Association for the Advancement of Science) (1993). Benchmarks for scientific literacy: A Project 2061 report. New York: Oxford University Press.
[2] Akinbobola, A. O., & Afolabi, F. (2010). Analysis of Science process skills in West African senior secondary school certificate Physics practical examinations in Nigeria. American-Eurasian Journal of Scientific Research, 5, 234-240.
[3] Akinoglu, O., & Tandogan, O. R. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3, 71-81.
[4] Ango, M. L. (2002). Mastery of science process skills and their effective use in the teaching of science: An educology of science education in the Nigerian context. International Journal of Educology, 16, 11-30.
[5] Brickman, P., Gormarlly, C., Armstrong, N., & Haller, B. (2009). Effects of inquiry based learning on students science literacy skills and confidence. International Journal of Science Education, 3, 1-22.
[6] Brotherton, P. N., & Preece, P. F. W. (1996). Teaching science process skills. International Journal of Science Education, 18, 65-74.
http://dx.doi.org/10.1080/0950069960180106
[7] Gagne, R. M. (1963). The learning requirements for inquiry. Journal of Research in Science Teaching, 1, 144-153.
[8] Halim, L. E., & Meerah, T. S. (2012). Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme. Sains Malaysiana, 41, 921-930.
[9] KIE (Kenya Institute of Education) (2002). Secondary education syllabus: Volume two. Nairobi: Kenya Literature Bureau.
[10] Kim, M. (2007). Challenges of teaching science as an inquiry process: searching for the emergence of collective knowledge. Cultural Studies of Science Education, 2, 829-834.
[11] KNEC (Kenya National Examinations Council) (2011). The year 2010 KCSE examination report, Nairobi, Kenya.
[12] Maundu, J. N., Sambili, H. J., & Muthwii, S. M. (2005). Biology education: A methodological approach. Nakuru: AMU Press.
[13] Meador, K. S. (2003). Thinking creatively about science suggestions for primary teachers. Gifted Child Today, 26, 25-29.
[14] NRC (2000). Inquiry in the National science Education standards: A guide for teaching and learning. Washington, DC: National Academy Press. www.Nap.edu
[15] Nwosu, A. A. (1994). Levels of acquisition of science process skills among year one senior secondary school students. Journal of the Science Teachers Association of Nigeria, 29, 47-53.
[16] Nwosu, A. A., & Okeke, E. A. C. (1995). The effect of teacher sensitization of students acquisition of science process skills. Journal of the Science Teachers Association of Nigeria, 30, 39-45.
[17] Ozgelen, S. (2012). Scientists’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science & Technology Education, 8, 283-292.
[18] Okere, M. (1997). Physics education: A textbook of methods for physics teachers. Njoro: Egerton University Education Materials Center & Lectern Publications Limited, Egerton University.
[19] Opateye, J. A. (2012). Developing and assessing science and technology process skills in Nigerian universal basic education environment. Journal of Education and Society Research, 2, 34-42.
[20] Padilla, M. J. (1990). The science process skills. Research matters—To the science teacher, No. 9004. Reston, VA: National Association for Research in Science Teaching (NARST).
http://www.narst.org/publications/research/skill.cfm
[21] Rambuda, A. M., & Fraser, W. J. (2004). Perceptions of teachers of the application of science process skills in teaching Geography in secondary schools in the Free State Province. South African Journal of Education, 24, 10-17.
[22] Sevilay, K. (2011). Improving the science process skills: Ability of science student teachers using I diagrams. Eurasia Journal of Physics & Chemistry Education, 3, 26-38.

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.