Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts
The purpose of the study was to determine how students’ acquisition of Integrated Science Process Skills (ISPS) was affected by the integration of a context-based instructional approach (CBIA) with the five stages of the learning cycle (5Es LC). Pre- and post-test assessments were administered using...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-01-01
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| Series: | Education Inquiry |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/20004508.2025.2453256 |
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| author | Daniel Melesse Sissay Menkir Getahun Yemata Amera Seifu |
| author_facet | Daniel Melesse Sissay Menkir Getahun Yemata Amera Seifu |
| author_sort | Daniel Melesse |
| collection | DOAJ |
| description | The purpose of the study was to determine how students’ acquisition of Integrated Science Process Skills (ISPS) was affected by the integration of a context-based instructional approach (CBIA) with the five stages of the learning cycle (5Es LC). Pre- and post-test assessments were administered using a quasi-experimental design to two groups of ninth-grade students: 46 students in the treatment group who were exposed to CBIA and 48 students in the comparison group who were taught using a conventional instructional strategy (CIA). The assessments focused on environmental topics, and ANCOVA, independent sample t-tests, and paired sample t-tests were used in the data analysis. The science process skill test scores of the treatment group showed a significant favourable effect of CBIA, with no discernible gender-based differences. In conclusion, the study suggested that the integration of CBIA with 5Es LC was more effective than traditional teaching methods in improving students’ ISPS proficiency. |
| format | Article |
| id | doaj-art-96c0cb72716e42edac5d3a137f08ca1f |
| institution | Kabale University |
| issn | 2000-4508 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj-art-96c0cb72716e42edac5d3a137f08ca1f2025-01-13T16:42:45ZengTaylor & Francis GroupEducation Inquiry2000-45082025-01-0111710.1080/20004508.2025.2453256Effect of context-based instructional approach on students’ science process skills acquisition in environmental conceptsDaniel Melesse0Sissay Menkir1Getahun Yemata2Amera Seifu3Department of Biology, Bahir Dar University, Bahir Dar, EthiopiaDepartment of Biology, College of Science, Bahir Dar University, Bahir Dar, EthiopiaDepartment of Biology, College of Science, Bahir Dar University, Bahir Dar, EthiopiaDepartment of Teacher Education and Curriculum Studies, College of Education, Bahir Dar University, Bahir Dar, EthiopiaThe purpose of the study was to determine how students’ acquisition of Integrated Science Process Skills (ISPS) was affected by the integration of a context-based instructional approach (CBIA) with the five stages of the learning cycle (5Es LC). Pre- and post-test assessments were administered using a quasi-experimental design to two groups of ninth-grade students: 46 students in the treatment group who were exposed to CBIA and 48 students in the comparison group who were taught using a conventional instructional strategy (CIA). The assessments focused on environmental topics, and ANCOVA, independent sample t-tests, and paired sample t-tests were used in the data analysis. The science process skill test scores of the treatment group showed a significant favourable effect of CBIA, with no discernible gender-based differences. In conclusion, the study suggested that the integration of CBIA with 5Es LC was more effective than traditional teaching methods in improving students’ ISPS proficiency.https://www.tandfonline.com/doi/10.1080/20004508.2025.2453256Context-based instructional approachconventional instruction approachintegrated science process skill |
| spellingShingle | Daniel Melesse Sissay Menkir Getahun Yemata Amera Seifu Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts Education Inquiry Context-based instructional approach conventional instruction approach integrated science process skill |
| title | Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts |
| title_full | Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts |
| title_fullStr | Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts |
| title_full_unstemmed | Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts |
| title_short | Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts |
| title_sort | effect of context based instructional approach on students science process skills acquisition in environmental concepts |
| topic | Context-based instructional approach conventional instruction approach integrated science process skill |
| url | https://www.tandfonline.com/doi/10.1080/20004508.2025.2453256 |
| work_keys_str_mv | AT danielmelesse effectofcontextbasedinstructionalapproachonstudentsscienceprocessskillsacquisitioninenvironmentalconcepts AT sissaymenkir effectofcontextbasedinstructionalapproachonstudentsscienceprocessskillsacquisitioninenvironmentalconcepts AT getahunyemata effectofcontextbasedinstructionalapproachonstudentsscienceprocessskillsacquisitioninenvironmentalconcepts AT ameraseifu effectofcontextbasedinstructionalapproachonstudentsscienceprocessskillsacquisitioninenvironmentalconcepts |