ASSESSMENT OF PRODUCTIVE SKILL COMPETENCY LEVELS BASED ON GENDER AMONG SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS FOR ENTREPRENEURSHIP
ABSTRACT.
The study was an assessment of productive skill competency levels of secondary school chemistry students for entrepreneurship. Ten research questions and ten null hypotheses guided the study. A descriptive survey design was employed for the study. From the population of 6121 chemistry students, 1132 was sampled by balloting and used in the study. The study was carried out in all the secondary schools in the six education zones in Anambra state. Instrument for data collection was Test of Acquisition of science process skills TASPS. Mean scores were used in answering the ten research questions, while the ten hypotheses were tested using ttest. From the analysis, the researcher found that: SS3 chemistry students possessed science process skills. There was no significant difference between the level of competence of the male and female SS3 chemistry students. The study has shown that at the end of three years of senior secondary school, the chemistry students possessed science process skills which if properly channeled will enhance their entrepreneurial abilities. Based on the findings and discussions, some recommendations were made: the State Ministry of Education should encourage exhibition of students products from time to time as this will encourage both teachers and students to improve their productive skills. The examination bodies WAEC and NECO should encourage the productive skills of the students by emphasizing on questions that will require them to produce articles like soap, cream, salt, charging of battery etc so as to give those avenues to apply the Science Process Skills SPS learnt in other practical aspects. Limitations of the study were stated and suggestions for further study proffered.
TABLE OF CONTENTS
CONTENTS Pages
TITLE PAGE I
APPROVAL PAGE II
DEDICATION III
CERTIFICATION IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VII
LIST OF TABLES X
LIST OF APPENDICES XII
ABSTRACT XIII
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 9
Purpose of the Study 10
Significance of the Study 11
Scope of the Study 14
Research Questions 14
Hypotheses 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE 16
Conceptual Framework
Concept of Skill Acquisition 17
Concept of Entrepreneurship 19
Concept of Productivity 21
Concept of competence 22
Concept of Assessment 23
Theoretical Framework 25
Theory of Skill Acquisition 25
Theory of Entrepreneurship 27
Theoretical Studies 29
Secondary school chemistry and entrepreneurship. 29
Science process skill acquisition and entrepreneurship. 35
Entrepreneurship Oriented Curriculum for the Nations Schools. 39
Assessment of students productive skill in chemistry. 40
Environment and Entrepreneurial cognition. 42
Contributions of Entrepreneurship to Economies 43
Chemistry teaching and skill acquisition. 48
Empirical Studies 52
Gender influence on science process skill acquisition 52
Environment and entrepreneurial cognition 54
Summary of Reviewed Literature 55
CHAPTER THREE: METHOD 57
Research Design 57
Area of Study 58
Population of the Study 58
Sample and Sample Techniques 58
Instrument for Data Collection 59
Procedure for the Development and Writing of the Text Items 60
Validation of the Test Instrument 63
Gender Test Bias 64
Pilot test 65
Administration of the Pilot test 65
Reliability of the Instrument 66
Item Discrimination Index 67
Index of Difficulty 68
Method of Data Collection 69
Method of Data Analysis 69
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 70
CHAPTER FIVE: DISCUSSION OF RESULTS CONCLUSION AND
RECOMMENDATIONS. 86
Discussion of Finding 86
Productive skills possession of SS3 chemistry students 86
Gender Influence on science process skill competence
Among SS 3 Chemistry Students 88
Conclusion 89
Educational Implication of the Study 89
Recommendation 90
Suggestion for Further Study 91
Limitation of the Study 91
References 92
LIST OF TABLES
TABLES PAGES
1: Sample distribution . 59
2: Objectives upon which test items were based. 61
3: TASPS item specification table. 62
4: List of science process skills measured with corresponding
Objective and number of items selected. 63
5: Pilot Test Schools. 65
6: Test Characteristics of Instruments. 66
7: Reliability of subTASPS 67
8: Level of Productive Skills Competence of Students 70
9: Level of Observation skill competence of students. 71
10: Level of Communication Skills competence of students 71
11: Level of Inferring Skill competence of students. 72
12: Level of Measuring Skill competence of students 72
13: Level of Experimental Skill competence of students. 73
14: Level of Manipulative skill competence of students. 73
15: Level of formulating hypotheses Skill competence of students.74
16: Level of Interpretation Skill competence of students . 74
17: Level of Identifying and Controlling Variable Skill. 75
18: Comparison of the Productive Skill Competence of SS3 Chemistry Students 76
19: Comparison of the Observing Skill Competence of SS3 Chemistry Students. 77
20: Comparison of the Communicating Skill Competence of SS3 Chemistry Students. 78
21: Comparison of the Inferring Skill Competence of SS3 Chemistry Students. 79
22: Comparison of the Measuring Skill Competence of SS3 Chemistry Students. 80
23: Comparison of Experimental Skill Competence of SS3 Chemistry Students. 81
24 : Comparison of the Manipulating Skills Competence of SS3 Chemistry Students. 82
25: Comparison of the Formulating Hypothesis Skills of SS3 Chemistry Students. 83
26: Comparison of the Interpreting of Data Skill of SS3 Chemistry Students. 84
27: Comparison of the Identifying and Controlling Variable Skills of SS3 Chemistry Students 85
LIST OF APPENDICES
Appendix i State Secondary Schools in Anambra State according to Zones 113
Appendix ii Chart of Zonal Student/Teacher Population 123
Appendix iii Sample Distribution of Schools 124
Appendix iv Population of Chemistry Students and Teachers in the State 2011/2012Session 125
Appendix v Senatorial Districts in Anambra state 126
Appendix vi Test of Acquisition of Science Process Skill 127
Appendix vii Answer to TASPS 152
Appendix viii Letter to Principals of schools 153
: INTRODUCTION1.1 Background to the Study 11.2 Statement of the Problem 101.3 Purpose of the Study 131.4 Scope o...
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