Improvement in The Mastery of Answering Science Process Skill Questions Through Self-Learning Module

摘要

This action research aimed to improve form one pupils? mastery of answering science process skill questions (in terms of comparing, making inference, hypothesizing and predicting) through a self learning module. This action research also aimed to determine the effectiveness of science process skill self learning module. This research used Kemmis and Mc Taggart?s action research model which involved four levels: planning, response, observation and reflection. A number of self-learning modules were used, starting with a pre-test followed by activities using self-learning modules according to sequence and ending with a post-test. This research also involved observation of and reflection on the activities conducted. The research findings showed improvements in every aspect of science process skills. This research also suggested that the self learning module is more effective in improving the mastery of answering questions on science process skills than the traditional teaching methodology. It is suggested that this methodology be used as a learning approach for other subjects and at various levels. In order to strengthen these research findings, it is proposed that a series of research studies be conducted using a similar approach to the same aspects of science process skills at different schools within the same category.