Process skills application and scientific attitudes of Biology students in colleges of education in southwestern Nigeria
Bibliographic record
Abstract
West African Examination Council results have continued to reveal Nigeria’s high school students’ poor performance in Science subjects, and especially, in practical science (WAEC 2014). The students’ demonstration of essential scientific attitudes is noted to be deficient. This is possibly caused by ineffective teaching and learning produced by the absence of necessary practical classes. This study, therefore, assessed the process skills application and scientific attitudes of Biology students in colleges of education in southwestern Nigeria as well as the relationship between the two variables. These groups of variables are central to students developing skills and knowledge in science and a determination of levels of competence in them would facilitate appropriate interventions to improve teaching and learning of science. The study adopted descriptive research survey design. The population for the study included all Biology students in colleges of education in southwestern Nigeria. From the four federal and seven state colleges of education in southwestern Nigeria, two federal colleges of education and three state colleges of education were randomly selected to ensure adequate representation of the two school categories. One hundred Biology students were randomly selected from each of the two school categories. Two instruments were used for the study. These were Biology Process Skill Application Rating Scale (BPSARS) and Biology Scientific Attitude Questionnaire (BSAQ). A reliability value of 0.72 for BPSARS and 0.76 for BSAQ was gotten using Cronbach alpha coefficient. The result revealed that there existed a moderate application of process skills and a moderate level of scientific attitude among the respondents as 67.3% and 84.8% having a moderate level of process skills application and scientific attitude respectively. It was shown that there was no significant relationship between the process skill application and scientific attitude (r=0.09, p>0.05) of respondents in the study area
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".