Contribution of Learners’ Biology Practical Process Skills’ Competency on Their Achievement in Biology

Isaac Christopher Odawa Imanda – Kisii University
Dr. Ezekiel Omwenga – Kisii University
Dr. George Andima – Kisii University
Dr. Enock Obuba – Kisii University
Email: imanda2020isaac@gmail.com

Received October 10, 2020; Reviewed October 17, 2020; Accepted October 19, 2020

Abstract: This study aimed at determining contribution of learner competence in six Biology practical process skills on form two learners’ achievement in Gucha South sub-County, Kisii County in Kenya. Solomon’s four non-equivalent control group design was used. The objectives for the study were: To determine the contribution of Biology Practical Process Skills Teaching Approach (BPPSTA) to learners’ achievement in biology and to establish the gender difference in achievement among learners taught using BPPSTA. The study was guided by Constructionism theory as proposed by Seymour Papert. The sample size comprised of 401 form two students out of a target population of 2,946. Data was collected using Biology Practical Observation Schedule (BPOS), Process Skills Assessment Test (PSAT) and Biology Achievement Test (BAT). Means and standard deviations were used to compare the group performances then one-way ANOVA and t- test at α = 0.05 significance level were used to test the hypotheses. The study found that BPPSTA positively contributed to learner achievement with males significantly achievement higher than females. It is concluded that BPPSTA led to an improved learner attainment in biology however, this performance did vary by gender. The study findings may provide insights to the Biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons. The study recommends that biology instruction should lay emphasis on the use of BPPSTA with a greater effort being put in place to engage the female learners more.