Effect of Assessment Technique on Students’ Acquisition of Science Process Skills in Senior Secondary School Practical Chemistry

Dr Nsibiet Uso Ekanem & Dr Iberedem Bassey Daniel


This study investigated the effect of on-the-spot assessment technique on students’ acquisition of science process skills in senior secondary school practical chemistry compared with the traditional paper and pencil assessment technique. The study adopted a true experimental pre-test post-test design. Purposive sampling technique was used in selecting a sample size of one hundred (100) senior secondary two (SSII) chemistry students used for the study. Two instruments, an adopted “Practical Test on Quantitative Analysis” (PTQA) and researchers-developed “Process Skills Assessment Checklist” (PSAC) were used for data collection. The instruments were validated and pre-tested for internal consistency using inter-observer reliability. Reliability coefficient of .75 was obtained. The data obtained from the study were analyzed using mean, standards deviation and analysis of covariance. The findings indicated that on-the-spot assessment technique has positive effect on students’ acquisition of science process skills in senior secondary schools practical chemistry and that gender has no significant effect on the acquisition of science process skills during chemistry practicals. Based on the findings, it was recommended among others that examination bodies and science teachers should use on-the-spot assessment technique for the assessment of practical works in science.

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