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Science Process Skills Development through Innovations in Science Teaching

Author Affiliations

  • 1 Plant Biology Division, Institute of Biological Sciences, University of the Philippines Los Baños, College, Laguna, PHILIPPINES

Res. J.Educational Sci., Volume 3, Issue (2), Pages 6-10, February,1 (2015)


This study examined the effects of combining innovative approaches in teaching general biology on the development of students’ science process skills. Two intact classes of college non-science freshmen from a government-managed higher learning institution in the Philippines were compared. An instructional package based on standard tertiary level General Biology course employing multiple representations to be delivered through collaborative teaching and learning approach was designed and compared against the traditional approach to teaching. Quantitative data were obtained from the students scores in Prior Science Knowledge test and Science Process Skills rubric. Qualitative data were obtained from the analysis of students’ focus group discussion. The t -test was done to determine the difference in the observed mean scores at = 0.05 level of significance. Results showed significantly higher scores in the science process skills of students exposed to the multiple representations and collaborative learning approach. Prior science knowledge was found to have no significant correlation with science process skills. Students’ science process skills were also found to differ across gender.


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