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- W3207284544 abstract "The study investigated how utilizing interactive students notebook with feedback strategies could enhance science process skills acquisition Physics in Plateau State, Nigeria. Two research questions and two null hypotheses formulated guided the study. The study adopted quasi-experimental research design and of pretest, posttest, control group and on randomized type. The population consists of 3,182 Senior Secondary (SS) II Physics students. A sample of 113SS II students (obtained through multi-stage sampling technique) who offer Physics from four intact classes were used for the study. Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of 0.98 (obtained using Cronbach’s alpha)was used for data collection. Data were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there is a significant difference between the mean science process skills acquisition scores [F(1, 110) = 54.083; p = 0.000 0.05]. It was recommended that Physics teachers should employ interactive students’ notebook with feedback strategy in their classroom when teaching Physics used to promote science process skills acquisition in Physics. In service training, seminars, work-shops and symposia should be organized by the state and federal ministry of education to train physics teachers on how to use interactive students’ notebook with feedback in teaching the subject among others." @default.
- W3207284544 created "2021-10-25" @default.
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- W3207284544 date "2021-06-30" @default.
- W3207284544 modified "2023-09-27" @default.
- W3207284544 title "Enhancing Secondary Students’ Science Process Skills Acquisition in Physics through the Use of Interactive Students’ Notebook with Feedback Strategy" @default.
- W3207284544 hasPublicationYear "2021" @default.
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