Evaluation of Gender Difference Influence: Effects of Games on Acquisition of Science Process Skills in Junior Secondary School South East Nigeria

摘要

The relevance of instructional games has made it an important instructional approach for the teaching and learning of science especially at junior secondary level. The present study was focused on gender difference influence: effects of games on acquisition of science process skills in junior secondary school south east Nigeria. The quasi-experimental design was used for this study. The population of this study consisted of the entire Junior Secondary School, Basic Science students one (JSS 1) of the thirty-five (35) public secondary schools in Enugu Education Zone. The sample for the study was one hundred and sixty (160) Basic Science students and four Basic Science teachers from co-education secondary schools in Enugu Education Zone of Enugu state. Stratified random sampling was employed to obtain the schools used for the study. The instruments used for the study was the Test of Science Process Skills Acquisition Test (TOSPSAT). The instruments were given to four (4) experts in science education, two (2) science educators (measurement and evaluators) and two (2) experienced integrated teachers for face and content validation. The reliability of TOSPSAT was done using Kuder-Richardson formula 20 (K-R 20). The research questions were answered using mean and standard deviation. Analysis of covariance (ANCOVA) was used for testing hypotheses at P0.05 level of significance. The students taught using game teaching approach had higher mean science process skills acquisition scores in all the skills studied than those taught using conventional method. There was a significant difference in the mean science process skills acquisition scores of subjects exposed to games than those exposed to conventional method. Male and female students exposed to games scored higher in all the science process skills studied. There was no significant difference found in the mean science process skills acquisition scores of male and female students exposed to games. The interaction effect of instructional methods and gender on mean science process skills acquisition scores was not significant. The findings of this implies that students, teachers and curriculum planners should adopt the use of games in teaching and learning processes.