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Feb 25, 2025Keywords:
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Effect of science process skills-based teaching approach on secondary school students’ scientific epistemological beliefs
Abstract
This study sought to examine the effect of the Science Process Skills-Based Teaching Approach (SPSBTA) on students’ scientific epistemological beliefs (SEBs). The study used a mixed-method research approach with a quasi-experimental design. Two schools with relatively organized laboratories were selected and randomly assigned to experimental and comparison groups, resulting in a sample of 78 students. Data were collected through a questionnaire, interview, and observation and quantitatively analyzed using mean, standard deviation, independent sample t-test, ANCOVA, and qualitatively with narration. The findings showed that the students in the experimental group who participated in the SPSBTA intervention demonstrated higher epistemological improvement than those in the comparison group. However, there was no statistically significant difference between genders. The study concludes that SPSBTA was more effective than the conventional method in improving SEBs. Based on the findings of this study, it is recommended that concerned bodies should encourage biology teachers to apply SPSBTA.
