Assessment of the Level of Generic Science Skills Among Secondary School Students in Ife-Central Osun State
Abstract
The study focused on examining the academic performance and behaviours of secondary school students in Ife-Central, Osun State, Nigeria, particularly in the context of science education. It adopted a quantitative survey research design, utilizing a structured questionnaire to collect data from a sample of 120 respondents. SPSS27 software was employed to present and analyze the collected data, with the t-test used to test the hypotheses outlined in the research. Findings from the study revealed varying levels of critical thinking skills, problem-solving abilities, and communication skills among secondary school students in Ife-Central, Osun State. These results offered insights into the factors influencing students’ academic performance in science education, highlighting both strengths and areas needing improvement. Additionally, the study identified educational practices and pedagogical strategies that promote student success in science education, providing practical recommendations for educators and policymakers. In conclusion, the study fills a crucial gap in the literature concerning academic performance and behaviour in science education within the specific context of Ife-Central, Osun State. By addressing the identified challenges and leveraging the identified strengths, stakeholders can work collaboratively to improve teaching and learning experiences in secondary school science classrooms. Based on the findings and conclusions drawn from the study, recommendations are proposed to enhance secondary students’ academic performance behaviours in science education. These recommendations include implementing tailored educational interventions, integrating experiential learning opportunities, providing professional development for educators, fostering a supportive learning environment, strengthening parental and community involvement, promoting interdisciplinary learning, and conducting further research and evaluation.
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 CHAPTER ONE
INTRODUCTION
 Background to the Study
Science education plays a pivotal role in secondary school curricula worldwide, serving as a cornerstone for nurturing students’ comprehension of scientific principles and cultivating essential science skills (Lee & Erdogan, 2021). These generic science skills, including critical thinking, problem-solving, inquiry, and communication, are fundamental for students to thrive in science-related subjects and achieve success in diverse academic and professional domains (Saido et al., 2018). However, assessing the proficiency level of these skills among secondary school students presents a significant challenge for educators and policymakers alike (Atkamis & Ergin, 2018).
In Ife-Central, Osun State, Nigeria, understanding the competency level of generic science skills among secondary school students holds paramount importance for educational reform and curriculum enhancement (Omoifo, 2022). Despite concerted efforts to enhance science education in the region, there exists a dearth of empirical data regarding the specific competencies of students in Ife-Central (Maranan, 2017). Consequently, there is a pressing need to bridge this gap by conducting a comprehensive assessment of the generic science skills among secondary school students in Ife-Central, Osun State (Salami, 2021).
By conducting this study, educators and policymakers can gain valuable insights into the strengths and weaknesses of students’ science skills in Ife-Central, Osun State, thus informing targeted interventions and instructional strategies (Singh & Shaari, 2019). The findings of this research endeavour can serve as a foundation for curriculum development tailored to address the specific needs of students in the region (Johnston, 2019). Additionally, the study outcomes can contribute to the broader discourse on science education assessment and inform evidence-based policy decisions aimed at improving educational outcomes in Ife-Central, Osun State (Haryarti et al., 2017).
Moreover, the comprehensive assessment of generic science skills among secondary school students in Ife-Central, Osun State, can serve as a benchmark for monitoring educational progress and evaluating the effectiveness of educational interventions over time (Zohar & Agmon, 2018). By establishing a baseline understanding of students’ science skills, educators can track improvements and identify areas requiring further attention or intervention (Zeiden & Jayosi, 2021). This longitudinal perspective is essential for fostering continuous improvement in science education and ensuring the alignment of instructional practices with desired learning outcomes (McCurry, 2020).
Furthermore, the findings of this study can contribute to the professional development of educators by highlighting areas where additional support and training may be needed (Egbo, 2021). By understanding the specific challenges faced by students in developing generic science skills, educators can tailor their instructional approaches to better meet the needs of diverse learners (Teng, 2022). This targeted approach to professional development can enhance teaching effectiveness and ultimately contribute to improved student outcomes in science education (Udofia et al., 2022).
In essence, the assessment of generic science skills among secondary school students in Ife-Central, Osun State, Nigeria, is essential for informing educational reform, curriculum development, and instructional practices. By conducting a comprehensive evaluation of students’ science skills, educators and policymakers can identify areas for improvement, implement targeted interventions, and foster continuous improvement in science education. Through evidence-based decision-making and ongoing professional development initiatives, stakeholders can work collaboratively to enhance the quality of science education and equip students with the essential skills needed for success in the 21st century.
 Statement of Problem
The gaps in assessing the proficiency level of generic science skills among secondary school students in Ife-Central, Osun State, Nigeria, pose significant challenges to educational reform and curriculum development in the region. Despite the critical role of science education in nurturing students’ understanding of scientific principles and fostering essential science skills, there is a notable lack of empirical data on the specific competencies of students in these skills (Maranan, 2017). This dearth of information hampers efforts to design targeted interventions and instructional strategies tailored to meet the diverse needs of learners, hindering the advancement of science education (Omoifo, 2022).
Furthermore, the absence of robust assessment mechanisms prevents stakeholders from accurately monitoring educational progress and evaluating the effectiveness of interventions over time (Singh & Shaari, 2019). This lack of longitudinal data inhibits the ability to identify trends, track improvements, and address persistent challenges in science education (Johnston, 2019).
Moreover, the limited knowledge regarding students’ science skills in Ife-Central, Osun State, inhibits the professional development of educators (Egbo, 2021). Without clear insights into students’ strengths and weaknesses, educators struggle to tailor their instructional approaches effectively and provide targeted support to address specific learning needs (Teng, 2022).
Addressing these gaps is crucial for informing evidence-based educational reforms, enhancing curriculum development initiatives, and fostering continuous improvement in science education in Ife-Central, Osun State, Nigeria.
Objectives of the Study
The following specific objectives were addressed:
- To assess the level of critical thinking skills among secondary school students in Ife-Central, Osun State.
- To evaluate the proficiency of problem-solving skills among secondary school students in Ife-Central, Osun State.
- To examine the communication abilities of secondary school students in Ife-Central, Osun State, in the context of science education.
 Research Questions
The following research questions were investigated:
- What is the level of critical thinking skills among secondary school students in Ife-Central, Osun State?
- How proficient are secondary school students in Ife-Central, Osun State, in problem-solving?
- What are the communication abilities of secondary school students in Ife-Central, Osun State, concerning science education?
Research Hypotheses
The following hypotheses were tested:
Null Hypotheses(H0):
- There is no significant difference in the level of critical thinking skills among secondary school students in Ife-Central, Osun State.
- Secondary school students in Ife-Central, Osun State, do not demonstrate varying levels of proficiency in problem-solving.
- The communication abilities of secondary school students in Ife-Central, Osun State, do not significantly impact their performance in science education.
Alternative Hypotheses(H1):
- There is a significant difference in the level of critical thinking skills among secondary school students in Ife-Central, Osun State.
- Secondary school students in Ife-Central, Osun State, demonstrate varying levels of proficiency in problem-solving.
- The communication abilities of secondary school students in Ife-Central, Osun State, significantly impact their performance in science education.
 Significance of the Study
The implications of this study extend far beyond the confines of academia, reaching various stakeholders involved in science education in Ife-Central, Osun State, Nigeria. By shedding light on the strengths and weaknesses of secondary school students concerning generic science skills, this research offers valuable insights that can drive significant changes in educational practices and policies. Firstly, the findings of this study serve as a guiding beacon for curriculum developers, educators, and policymakers, offering them a nuanced understanding of the educational landscape in Ife-Central, Osun State.
Curriculum developers play a crucial role in shaping the educational experiences of students by designing curricula that align with educational goals and objectives. The insights gleaned from this study enable curriculum developers to identify areas of improvement in science education, thus facilitating the development of more relevant and effective curriculum materials. By tailoring curricula to address the specific needs and challenges identified in this study, curriculum developers can enhance the overall quality of science education in Ife-Central, Osun State, ensuring that it remains dynamic and responsive to the evolving needs of students and society.
Educators, as frontline practitioners, play a pivotal role in translating educational policies and curricula into meaningful learning experiences for students. Armed with the insights provided by this study, educators can tailor their instructional approaches to address the specific strengths and weaknesses of their students in generic science skills. By adopting evidence-based teaching strategies that are grounded in the findings of this research, educators can create more engaging and effective learning environments that foster the development of science skills among students. Moreover, educators can leverage the findings of this study to identify students who may require additional support or intervention, thus ensuring that no student is left behind in their educational journey.
Policymakers are tasked with crafting policies and regulations that govern the educational landscape, with the ultimate goal of promoting equitable access to quality education for all students. The insights generated by this study offer policymakers a deeper understanding of the challenges facing science education in Ife-Central, Osun State. Armed with this knowledge, policymakers can formulate evidence-based policies and initiatives aimed at improving the quality and accessibility of science education in the region. Moreover, policymakers can use the findings of this study to advocate for greater investment in science education infrastructure, teacher training programs, and educational resources, thus laying the foundation for long-term educational reform and improvement.
Furthermore, this study contributes to the broader body of knowledge on science education assessment, particularly in the context of developing countries like Nigeria. By documenting the specific challenges and opportunities encountered in assessing generic science skills among secondary school students in Ife-Central, Osun State, this research adds to the growing literature on science education assessment methodologies and practices. Moreover, the findings of this study can serve as a reference point for future research endeavours seeking to explore similar issues in other contexts, thus advancing our collective understanding of science education assessment on a global scale.
 Scope of the Study
This study focused specifically on secondary school students in Ife-Central, Osun State, Nigeria. The assessment covered three main generic science skills: critical thinking, problem-solving, and communication. The study considered students from both public and private secondary schools within the specified geographic area.
 Operational Definition of Terms
Generic Science Skills: Fundamental abilities including critical thinking, problem-solving, and communication, applicable across various scientific disciplines.
Critical Thinking: The ability to analyze information objectively, evaluate arguments, and make reasoned judgments.
Problem-Solving Skills: The capacity to identify, analyze, and solve problems effectively using logical reasoning and creativity.
Communication Abilities: Proficiency in conveying ideas, information, and findings effectively through verbal, written, or visual means, particularly in the context of science education.
Secondary School Students: Individuals enrolled in educational institutions providing education at the secondary level, typically aged between 11 to 18 years.
Ife-Central: A local government area in Osun State, Nigeria, characterized by diverse socio-economic and cultural demographics.
Osun State: A state located in southwestern Nigeria, known for its commitment to education and cultural heritage.
Nigeria: A country in West Africa, with a diverse population and a significant focus on educational development and reform.
ReferencesÂ
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- Robson, C. (2020). Real World Research (2nd Ed.). Oxford: Blackwell.
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- Tashakkori, A., & Teddlie, C. (Eds.). (2017). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks: Sage.
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