EFFECT OF TWO INSTRUCTIONAL STRATEGIES ON STUDENTS SCIENCE PROCESS SKILLS IN SOME SELECTED ABSTRACT CONCEPTS IN BIOLOGY IN KWARA STATE, NIGERIA.

Abstract

This study determined the effects two Instructional (project and inquiry) Strategies on students’
science process skills in some selected abstract concepts in Biology. The study adopted the
pretest-posttest control group, quasi-experimental design. 120 SS II Biology students from six
co-educational schools in two Local Government Areas (LGAs) in Kwara State were randomly
selected for the study. Participants were randomly assigned to treatments and control. The
instruments used were: Student Acquisition of Science Process Skills scale (r=0.87) and
Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses formulated
and tested at 0.05 level of significance. The data collected were analysis using analysis of
covariance, the treatment had significant main effect on students’ science process skills on
some selected abstract concepts in Biology (F(1, 107) =28.001; p<0.05, partial η2 = 0.344 ) . The
female Students showed greater improvements in mean gains of science process skills scores
by 10.17 and male students by 9.88. Based on the findings, it is recommended that the biology
teachers should employ Project and Inquiry strategies as commonly used strategies in
teaching, as it enhances students’ acquisition of science process skills in abstract concepts in
biology.