ASSESSMENT OF SENIOR SECONDARY SCHOOL STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN VOLUMETRIC ANALYSIS IN ONDO STATE
This study ascertained the level of Senior Secondary School Students’ Acquisition of Science Process Skills in Volumetric analysis in Ondo state. Three research questions and two null hypotheses guided the study. The study adopted a descriptive survey design. A sample of 240 made up of 130 male students and 110 female students were used for the study. The instrument used for data collection was a 20-item rating scale. The research questions were answered using mean and standard deviation while the null hypotheses were tested using t-test statistic. The findings of the study revealed that the level of senior secondary school students’ acquisition of science process skills in volumetric analysis is low. Also, it was revealed that senior secondary school male students demonstrated high level of science process skills acquisition in volumetric analysis than female students. Likewise, the senior secondary school students from urban location demonstrated high level of science process skills acquisition in volumetric analysis than students from rural location. The study further revealed there is significant difference between urban and rural senior secondary school students’ mean level of acquisition of science process skills in volumetric analysis, among others. Based on the findings, the researcher recommended that chemistry teachers should present the science process skills in clearer terms, starting from simple to complex in order for the students to acquire them. Chemistry teachers should direct more attention to female students to make them improve on the science process skills acquisition to enhance their performance in chemistry. Laboratories especially those in the rural areas should be equipped and teachers should adopt methods that will help students acquire the appropriate skills and that chemistry concepts such as volumetric analysis should be practical oriented so that students will do science instead of learning about science, among others.