Enhancing Practical Chemistry Skills in Second-Year General Science Undergraduate Students: A Focus on Chemical Handling and Apparatus Use

Abstract

Tilahun Mengistie Yideg

This study was aims to examine the improvement of basic and integrated science process skills among second-year general science undergraduate students in practical chemistry course. The sample size consists of 10 General science undergraduate students selected purposively. A mixed-method approach was used in the study. Teacher and student interviews were analyzed qualitatively. Performance tests measured and observation checklists were analyzed quantitatively. Paired t-tests were also used to assess improvements in basic science process skills. The findings showed that implementing post intervention strategy was crucial in improving practical chemistry skills for study participants. The post intervention strategy significantly enhances students’ basic science process skills by 90%. In addition, there was a high statistically significant difference between the pre- performance test (M=20.10, Std. Dev. =2.42) and post-performance test (M=36.80, Std. Dev. =2.69), and observation rubrics pre-and post-test after intervention (p=0.000). However, the study did not improve the integrated science process skills as expected. Since the integrated science process skill problems of the students were very high. Some difficulties that hindered this effectiveness were low experience of students in practical activities in the laboratory, low confidence in doing laboratories, and shortage of time allocated to the practical work. These laboratory skills taught me that the researcher should work hard in the next courses and the researcher should plan to improve in the next chemistry laboratory courses.

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