ASSESSMENT OF PRODUCTIVE SKILL COMPETENCY LEVEL AMONG SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS

Description

 CHAPTER ONE

 INTRODUCTION

Background of the Study

One of the important objectives of education in this dispensation is to inculcate in pupil the science process skills and scientific thinking skill. cepni et al, in Journal of Education and Practice (2016) defined the science process skills as the core skills that guide in research means and methods that enable the easy learning and persistency of sciences which provide the pupils to be responsible and active in their own learning. . Science productive skills (SPS) are the thinking skills which are used by scientists to construct knowledge in order to solve problems and formulate results. The scientific method, scientific thinking and critical thinking are also terms that have been used to describe these skills. Muitu and Temiz (2013) defined science process skills as the basis for scientific thinking and research. Science process skills are the thinking skills that we used to ascertain information ( Karamustafaghu  2011). They are tools that acquire information about the world. It develops self responsibility in pupils, makes them to be active and own their learning. It can be deduce from this definition that science productive skills involve means and methods to research scientific information and therefore allow pupil to think scientifically. Science productive skills involves skills that require more complex experience such as the ability to observe, utilize and develop naturally even in our very early ages.

Tan and Temiz (2003) pointed that the science process skills as observation, classification, quantification correlating numbers and space, forecasting, data recording, data using modeling, data interpretation and making inferences, determining variables, changing and controlling variables, hypothesizing, testing and experimentation skills. These skills are ability that can be developed in the pupil overtime by carrying out mental operations and physical actions. This is to say that skills could be applied to various activities in native no matter the subject in science. The importance of since process skills the study of science and production of ideal products cannot be over emphasized. In the words Tobin and Capie (1982) science process skills are identifying a problem, making valid predictions, identifying and defining of variables, designing experiment to test the hypothesis, gathering and analyzing data and presenting rational findings that support the data. Science process skills are the ability which can be developed by carrying out mental operations and physical actions. Okebukola (1990) opined that science process skills are a set of broadly transferable abilities, appropriate to many science disciplines and reflective of the behaviour of scientists. In recognition of the usefulness of science process skills, the federal government of Nigeria incorporated students’ mastery of the science process skills as objectives of the science curricular for primary and secondary school. Science productive skills in biology when acquired can make student to be productive and self reliant throughout his or her life time. Science process skill is integrated into broader abilities of scientific inquiry according to National Research council (NRC).  This requires that students combine process skills and scientific knowledge to develop their understanding of science.

Science process skills are divided into basic and integrated skills. Basic process skills include observing, classifying, measuring and using numbers, making inferences, predicting, communication and  using the relation of space and time while integrated process skills consists of interpreting data , operational definition of terms, control variables, making hypothesis, and experimenting (Curriculum Development Center, 1993).  These skills are subset of thinking skills used by scientists in the process of teaching and learning science. Yean (2007) asserted that science process/skills are skills used by scientists to investigate and explore and will play a role only when used in the context of science activities such as investigations and interpretation with scientific understanding. Science process skills should be utilized by teachers in delivering of teaching the facts of science effectively, this is because science is not just of knowledge but it is the way of systematically understand the environment. Science process skills are required by students to learn about the world of science and technology in more detail. Students are able to learn science in a meaningful way through an exploration of science process skills based on the constructivist approach (Yean 2007). The implication of constructivism for teachers of science teaching and learning is that teachers have to provide the learning environment with hands on activities that enables students to develop and master process skills. This is because teachers cannot force students to believe in something other than their own understanding of the matter developed by them. Science process skills can make students to think out the box, develop scientific attitudes which can make them meet the facts, concepts, and relate to the theory of using scientific process skills and attitudes.

In the world of innovation and inventions is based on the ability of pupil to use the science process skills and no major contribution is achieved when students fail to own those skills. Science process skills especially in Biology helps students in all endeavour to be self reliance. Ango (2002) asserted that the multidimensionality requires presenting the science process skills to pupils that are appropriate to their levels and guide them to utilize these skills in every spheres of life.

Biology being taught in schools and universities globally as the science of life makes Nigeria curriculum. Biology is taught in primary secondary (both junior and senior) Basic Science and Biology respectively and also in tertiary institution which is divided into multiple disciplines such as Microbiology, Biochemistry, Agricultural Science, Zoology, Botany etc. it is important to note that so many professions which are very crucial to man makes use of biological principle e.g. medicine both human and ternary, food industries, agriculture and breweries. The basic problems of man are biological which makes proper understanding of life processes to lead to greater appreciation with the living world. Biology contributes to the realization of the ultimate goals of education and it is dependent on how it is taught when taught properly using activity based instructions such as inquiry method, it sharpens that science process skills in students which can make them to be proactive in and outside the four walls of the classroom and prepare them for task ahead and self reliance upon graduation. Biology education is yet to achieve this because of the way Biology (Science) is being presented to them that is why unemployment has being the order of the day.

An entrepreneur is a person who can set up a business in order to make profit. An entrepreneur is the owner of a business that is responsible for all the actions involved which yield profits. Quirk (2003) pointed that an entrepreneur is someone who has the ability to develop a new venture in business in order to make money often in a way that involves financial risks. An entrepreneur is widely graded as an integral player in the business setting of any nation, and particularly as an engine for job creation and economic growth.

Entrepreneurship is a process of vision, change and creation which requires application of energy and passion to the creation and implementation of new ideas and creative solutions (Samuel) 2014. It has been observed that entrepreneurship generates returns in terms of economic growth and job creation to public and private firms. Entrepreneurship raises the level of productivity in the economy by controlling and utilizing resources efficiently. The essential ingredients of entrepreneurship include the willingness to take calculated risk. In terms of time, equity or career the ability to formulate an effective venture team, the creative skills to organize needed resources, fundamental skills of building solid business plans and finally, the vision to recognize opportunities where others see chaos, contradictions and confusion (Samuel) 2014.

In Nigeria, curriculum has constantly been changed in view of making youths to become entrepreneurs upon graduation. Government and Non-governmental organization have claimed that much has been spent both in planning and implementation Entrepreneurship education in all levels of education.

The United States of America has achieved its highest economic performance during the last 15 years by fostering and promoting entrepreneurial activity (Minniti & Bygrave, 2004). In Indonesia, entrepreneurship development is a current important issue related to the economic development (Tulus, 2007). In Australia especially over the past decade, there have been strong recommendations from the federal government for education providers to develop more academic programmes for the development of the entrepreneurial capacities of future Australian Youths (Roslyn, Alchison & Brook, 2008). In United Kingdom, successive governments have increasingly stressed the need for more enterprising society. Much emphasis has been placed upon educationists to introduce more elements of enterprise into the school curriculum at all levels (Brian & Noma, 2006).

Entrepreneurship education is education which provides skills and experience in trainings that are needed for entrepreneurial endeavours Omoifor (2008) described entrepreneurship education as a process of providing individuals with the ability to recognize commercial opportunities and the insight, self esteem, knowledge and skills to act on them. It inculcates creativity, innovative, managerial and productive skills needed in business enterprises for self reliance and also in national development it produces pupil with motivation, knowledge and skills to encourage entrepreneurial success in a variety of setting. From entrepreneurship education students acquire skills such as organizational skills, leadership development, productive skills and interpersonal which are highly transferable skills sought by employers.