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  • TITLE
  • DECLARATION
  • CERTIFICATE
  • ACKNOWLEDGEMENT
  • CONTENTS
  • LIST OF TABLES
  • LIST OF APPENDICES
  • LIST OF FIGURES
  • I INTRODUCTION
  • 1.1.0 NEED AND SIGNIFICANCE OF THE STUDY
  • 1.2.0 STATEMENT OF THE PROBLEM
  • 1.3.0 MEANING AND DEFINITION OF KEY TERMS
  • PROCESS OUTCOMES IN PHYSICS (POP)
  • COGNITIVE VARIABLES
  • AFFECTIVE VARIABLES
  • SOCIAL VARIABLES
  • ENVIRONMENTAL VARIABLES
  • 1.4.0 VARIABLES OF THE STUDY
  • A) DEPENDENT VARIABLE
  • (B) INDEPENDENT VARIABLES
  • 1. Cognitive Variables
  • 2. Affective Variables
  • 3. Social Variables
  • 4. Environmental Variables
  • 1.5.0 HYPOTHESES SET FOR THE STUDY
  • 1.6.0 OBJECTIVES OF THE STUDY
  • 1.7.0 METHODOLOGY IN BRIEF
  • 1.8.0 SCOPE AND LIMITATIONS OF THE STUDY
  • 1.9.0 ORGANISATION OF THE REPORT
  • II SCIENCE PROCESS SKILLS: A THEORETICAL OVERVIEW
  • 2.1.0 THE SIGNIFICANCE OF PROCESSES IN SCIENCE TEACHING
  • 2.2.0 PROCESS VS PRODUCT APPROACH
  • 2.2.1 SCIENTIFIC PROCESSES AND SCIENTIFIC METHOD
  • 2.3.0 CLASSIFICATIONS OF SCIENCE PROCESSES
  • 2.3.1. NEDELSKYS COMPETENCE-ABILITY CLASSIFICATION IN SCIENCE LEARNING
  • 2.3.2. SCIENTIFIC THINKING: (SCOTTISH EDUCATION DEPARTMENT- CURRICULUM)
  • 2.3.3. NAYS CLASSIFICATION OF SCIENCE PROCESSES
  • 2.1. SCIENTIFIC THINKING: SCOTTISH EDUCATION DEPARTMENT CURRICULUM PAPER
  • 2.3.4. KLOPFERS CLASSIFICATION OF OUTCOMES IN SCIENCE
  • 2.2. TABLE OF KLOPFERS SPECIFICATION FOR SCIENCE EDUCATION
  • 2.3.5 GAGNES HIERARCHY OF LEARNING TYPES
  • 2.3.6. SHEPARDSONS IDENTIFICATION OF SCIENCE PROCESSES
  • 2.3.7. UNESCOs CLASSIFICATION OF SCIENCE PROCESSES
  • 2.4.0 MAJOR CURRICULAR INNOVATIONS IN SCIENCE
  • 2.4.1.T HE PHYSICAL SCIENCE STUDY COMMITTEE (PSSC)
  • 2.4.2. SCIENCE-A PROCESS APPROACH (SAPA)
  • 2.4.3. THE ELEMENTARY SCIENCE STUDY (ESS)
  • 2.4.4. THE CONCEPTUALLY ORIENTED PROGRAMME IN ELEMENTARY SCIENCE (COPES)
  • 2.4.5. COURSE FOR THE JUNIOR FORMS OF NIGERIAN SECONDARY SCHOOLS
  • 2.4.6. SCIENCE CURRICULUM IMPROVEMENT STUDY (SCIS)
  • 2.4.7. VARIOUS NUFFIELD PROJECTS
  • 2.4.8. WARWICK PROCESS SCIENCE
  • 2.4.9. ASSESSMENT OF PERFORMANCE UNIT (APU)
  • 2.4.10. SCIENCE IN PROCESS
  • 2.5.0 PROCESS MODELS
  • 1. PROCESS OF SCIENTIFIC INQUIRY (RACHELSON, 1977)
  • 2. A MODEL OF PROCESS SKILLS (ANDERSON, 1970)
  • 3 PROCESS SKILLS AS PART OF A WHOLE CALLED SCIENTIFIC INVESTIGATION (UNESCO SOURCE BOOK 1992)
  • 4. INTER RELATIONSHIP BETWEEN PROCESSES AND PRODUCTS (CARIN AND SUND, 1970)
  • 5. PROCESS MODEL OF SCIENTIFIC-INQUIRY (WILSON, 1970)
  • III REVIEW OF RELATED STUDIES
  • 3.1.0 STUDIES ON PROCESS SKILLS
  • 3.1. SELECTED STUDIES ON PROCESS SKILLS
  • 3.2.0 STUDIES WHICH EXPLORE THE CORRELATES OF ACHIEVEMENT.
  • 3.3.0 STUDIES WHICH EXPLORE THE INFLUENCE OF COGNITIVE ABILITIES ON ACADEMIC ACHIEVEMENT
  • 3.3.1 STUDIES ON INTELLIGENCE Vs PROCESS SKILLS
  • 3.2. STUDIES INDICATING POSITIVE RELATIONSHIP BETWEEN INTELLIGENCE AND SCHOLASTIC ACHIEVEMENT
  • 3.3. STUDIES INDICATING NEGATIVE RELATIONSHIP BETWEEN INTELLIGENCE AND ACHIEVEMENT
  • 3.4. STUDIES ON PROCESS SKILLS VS INTELLIGENCE
  • 3.5. STUDIES INDICATING POSITIVE RELATIONSHIP BETWEEN INTELLIGENCE AND ACHIEVEMENT IN SCIENCE
  • 3.4.0 STUDIES ON AFFECTIVE VARIABLES AND ACADEMIC ACHIEVEMENT
  • 3.4.1 ATTITUDE TOWARDS LEARNING Vs ACADEMIC ACHIEVMENT
  • 3.6. RESEARCH STUDIES ON ATTITUDE AND ACHIEVEMENT
  • 3.4.2. INTEREST Vs ACADEMIC ACHIEVEMENT
  • 3.7. STUDIES ON INTEREST VS ACHIEVEMENT
  • 3.5.0 STUDIES ON SOCIAL VARIABLES VS SCHOLASTIC ACHIEVEMENT
  • 3.8 STUDIES RELATED TO SOCIAL VARIABLES AND ACHIEVEMENT
  • 3.6.0 STUDIES RELATED TO LEARNING ENVIRONMENT AND SCHOLASTIC ACHIEVEMENT
  • 3.9. STUDIES RELATED TO LEARNING ENVIRONMENT AND ACHIEVEMENT
  • IV VARIABLES, HYPOTHESES AND METHODOLOGY
  • 4.1.0 DESIGN OF THE STUDY
  • 4.1. THE DIAGRAMMATIC REPRESENTATION OF THE DESIGN OF THE STUDY
  • 4.2.0 VERIABLES OF THE STUDY
  • 4.2.1. DEPENDENT VARIABLE
  • 4.2.2. INDEPENDENT VARIABLES
  • 1. Cognitive variables
  • 2. Affective variables
  • 3. Social variables
  • 4. Environmental variables
  • 4.2.3. CRITERIA USED FOR SELECTING THE INDEPENDENT VARIABLES
  • 4.3.0 TOOLS USED FOR MEASUREMENT
  • 4.4.0 DESCRIPTION OF TOOLS
  • 4.4.1. TEST OF PROCESS OUTCOMES IN PHYSICS (TPOP)
  • 4.2. SKILLS AND SUB-SKILLS USED FOR MEASURING PROCESS OUTCOMES
  • PREPARATION OF ITEMS
  • i) Recognizing and Defining a Problem
  • ii) Formulating Hypotheses
  • iii) Collecting Data
  • iv) Interpreting Data
  • v) Evaluation of Hypotheses
  • vi) Formulating Generalizations
  • Standardization of TPOP
  • Validity and Reliability of TPOP
  • 4.4.2. SCALE OF ATTITUDE TOWARDS SCIENCE LEARNING (SATSL)
  • 4.3. RELIABILITY COEFFICIENTS CORRECTED USING SPEARMAN-BROWN FORMULA FOR THE TPOP
  • SELECTION OF STATEMENTS
  • INITIAL TRY OUT
  • ITEM ANALYSIS
  • FINAL FORM
  • 4.4.3. SCIENCE LEARNING INTEREST INVENTORY (SLII)
  • PREPARATION OF THE INVENTORY (DRAFT FORM)
  • ITEM ANALYSIS
  • FINAL FORM OF THE INVENTORY
  • VALIDITY AND RELIABILITY OF THE INVENTORY
  • 4.4.4. GENERAL DATA SHEET
  • 4.4.5. THE KERALA SOCIO-ECONOMIC SCALE
  • CLASSlFlCATlON OF OCCUPATIONS
  • 4.4. CATEGORIES AND RESPECTIVE WEIGHTAGES OF THE COMPONENTS OF THE KERALA SOCIO-ECONOMIC SCALE
  • 4.4.6. THE KERALA NON-VERBAL GROUP TEST OF INTELLIGENCE
  • DESCRIPTION OF SUBTESTS
  • 4.5. TEST COMPONENTS AND OTHER DETAILS OF THE KERALA NON-VERBAL GROUP TEST OF INTELLIGENCE
  • ii) Figure series.
  • iii) Figure analogies
  • iv) Figure matrices.
  • VALIDITY AND RELIABILITY OF TEST BATTERY
  • Reliability
  • 4.6. SPLIT-HALF RELIABILITY COEFFICIENTS OF THE KERALA NON-VERBAL GROUP TEST OF INTELLIGENCE
  • 4.4.7. HOME ENVIRONMENT INVENTORY FOR SCIENCE LEARNING (HEISL)
  • VALIDITY AND RELIABILITY OF THE INVENTORY
  • Validity
  • Reliability
  • 4.4.8. SCIENCE LEARNING ENVIRONMENT INVENTORY (SLEI)
  • 4.5.0 SAMPLE USED FOR THE STUDY
  • 4.6.0 COLLECTION OF DATA
  • 4.7. BREAK-UP OF THE TENTATIVE SAMPLE BASED ON SEX AND PLACE OF RESIDENCE
  • 4.8. NUMBER OF PUPILS SELECTED FOR THE SAMPLE FROM EACH EFFICIENCY LEVEL OF THE SCHOOL
  • 4.7.0 SCORING AND CONSOLIDATION OF DATA
  • 4.9. DETAILS OF THE SCHOOL-WISE BREAK-UP OF THE FINAL SAMPLE
  • 4.8.0 STATISTICAL TECHNIQUES USED
  • 4.9.0 DESCRIPTION OF THE STATISTICAL TECHNIQUES USED
  • 4.10.0 OTHER DETAILS RELATING TO THE DESIGN
  • V ANALYSIS, INTERPRETATIONS AND DISCUSSION
  • 5.1.0 RELATIONSHIP BETWEEN POP AND THE INDEPENDENT VARIABLES.
  • 5.1. PERSONS PRODUCT MOMENT COEFFICIENTS OF CORRELATION OF PROCESS OUTCOMES IN PHYSICS WITH THE INDEPENDENT VARIABLES FOR THE WHOLE SAMPLE (N = 900)
  • 5.2. PEARSONS PRODUCT MOMENT COEFFICIENTS OF CORRELATION OF PROCESS OUTCOMES IN PHYSICS WITH INDEPENDENT VARIABLES FOR THE THREE GROUPS (HPA, APA, AND LPA)
  • 51.1. ESTIMATION OF CORRELATION FOR THE WHOLE SAMPLE.
  • 5.1.2. ESTIMATION OF COEFFICIENTS OF CORRELATION FOR THE SUBSAMPLES
  • 1. Estimation of coefficient of correlation for the HPA group
  • 2. Estimation of correlation for the APA group
  • 3. Estimation of correlation for the LPA group
  • 5.2.0 NATURE OF THE RELATION OF POP WITH EACH OF THE INDEPENDENT VARIABLES
  • 5.2.1. RELATIONSHIP BETWEEN POP AND COGNITIVE VARIABLES
  • 5.2.2. RElATlON BETWEEN POP AND AFFECTIVE VARIABLES
  • i) POP and Attitude towards Science Learning
  • ii) POP and Science Learning Interest
  • 5.2.3. RELATION BETWEEN POP AND SOCIAL VARIABLES
  • i) POP and Parental Education
  • ii) Relationship between POP and Parental Occupation
  • iii) POP and Parental Income
  • iv) POP and Socio-economic Status
  • 5.2.4. RELATION BETWEEN POP AND ENVIRONMENTAL VARIABLES
  • i) POP and Home Environment for Science Learning
  • ii) POP and Science Learning Environment-student initiated
  • iii) POP and Science Learning Environment-teacher provided
  • iv) POP and Total Science Learning Environment
  • 5.3.0 COMPARISON OF THE MEAN SCORES OF THE THREE POP GROUPS FOR EACH OF THE INDEPENDENT VARIABLES
  • 5.3.1. HPA - APA pair
  • 5.3. DATA AND RESULTS OF THE TEST OF SIGNIFICANCE OF DIFFERENCE BETWEEN THE MEANS OF THE INDEPENDENT VARIABLES AMONG SUBGROUPS BASED ON PROCESS OUTCOMES IN PHYSICS
  • 5.3.2. APA LPA pair
  • 5.3.3. HPA-LPA pair
  • 5.4.0 INTERPRETATIONS AND DISCUSSION
  • 5.4.1. HPA-APA pair
  • 5.4.2. APA- LPA pair
  • 5.4.3. HPA-LPA pair
  • 5.4.4. PAIRED COMPARISON OF POP-OVERVIEW
  • 5.4.5. THE DETERMINANTS OF POP
  • 5.5.0 PREDICTION OF POP USING TOP CORRELATING INDEPENDENT VARIABLES
  • 5.4 INTERCOMBINED COEFFICIENTS OF CORRELATION OF THE PREDICTOR INDEPENDENT VARIABLES AND POP
  • 5.6.0 COMBINED EFFECT OF SELECT PREDICTOR VARIABLES ON POP
  • 5.7.0 MULTIPLE COEFFICIENT OF CORRELATION R
  • VI CONCLUSIONS AND SUGGESTIONS
  • 6.1.0 THE STUDY IN RETROSPECT
  • 6.2.0 VARIABLES OF THE STUDY
  • 6.2.1. DEPENDENT VARIABLE
  • 6.2.2. INDEPENDENT VARIABLES
  • 6.3.0 HYPOTHESES SET FOR THE STUDY
  • 6.4.0 OBJECTIVES OF THE STUDY
  • 6.5.0 METHODOLOGY
  • 6.5.1 TOOLS
  • 6.5.2. THE SAMPLE
  • 6.5.3. STATISTICAL TECHNIQUES USED AND METHOD OF ANALYSIS
  • 6.6.0 SUMMARY OF FINDINGS
  • 6.6.1 RELATION BETWEEN POP AND EACH OF THE INDEPENDENT VARIABLES
  • 6.6.2. ABILITY OF THE INDEPENDENT VARIABLES TO DISCRIMINATE BETWEENDIFFERENT ACHIEVEMENT LEVELS.
  • 6.6.3. MULTIPLE REGRESSION EQUATION USING THE BEST FOURPREDICTOR INDEPENDENT VARIABLES.
  • 6.6.4. MULTIPLE CORRELATION BETWEEN POP AND THE BEST FOUR PREDICTORINDEPENDENT VARIABLES.
  • 6.7.0 TENABILITY OF THE HYPOTHESES
  • 6.8.0 SUGGESTIONS
  • 6.8.1. SUGGESTIONS FOR IMPROVING EDUCATIONAL PRACTICE
  • 6.8.2. SUGGESTIONS FOR FURTHER RESEARCH
  • 6.9.0 CONCLUSION
  • BIBLIOGRAPHY
  • I ITEM ANALYSIS DATA FOR TEST OF PROCESS OUTCOMES IN PHYSICS
  • II DRAFT FORM OF TEST OF PROCESS OUTCOMES IN PHYSICS
  • III FINAL FORM OF TEST OF PROCESS OUTCOMES IN PHYSICS
  • IV RESPONSE SHEET FOR TEST OF PROCESS OUTCOMES IN PHYSICS
  • V SCORING KEY FOR TEST OF PROCESS OUTCOMES IN PHYSICS
  • VI PERCENTILE NORMS FOR TEST OF PROCESS OUTCOMES IN PHYSICS
  • VII ENGLISH TRANSLATION OF TEST OF PROCESS OUTCOMES IN PHYSICS
  • VIII ITEM ANALYSIS DATA FOR THESCALE OF ATTITUDE TOWARDS. SCIENCE LEARNING
  • IX DRAFT FORM OF THE SCALE OF ATTITUDE TOWARDS SCIENCE LEARNING
  • X FINAL FORM OF THE SCALE OF ATTITUDE TOWARDS SCIENCE LEARNING
  • XI SCALE OF ATTITUDE TOWARDS SCIENCE LEARNING (ENGLISH TRANSLATION)
  • XII PERCENTILE NORMS FOR THE SCALE OF ATTITUDE TOWARDS SCIENCE LEARNING
  • XIII DRAFT FORM OF THE SCIENCE LEARNING INTEREST INVENTORY
  • XIV FINAL FORM OF THE SCIENCE LEARNING INTEREST INVENTORY
  • XV (ENGLISH TRANSLATION) THE SCIENCE LEARNING INTEREST INVENTORY
  • XVI ITEM ANALYSIS DATA FOR THE SCIENCE LEARNING INTEREST INVENTORY
  • XVII PERCENTILE NORMS FOR THE SCIENCE LEARNING INTEREST INVENTORY
  • XVIII GENERAL DATA SHEET
  • XIX HOME ENVIRONMENT INVENTORY FOR SCIENCE LEARNING
  • XX SCIENCE LEARNING ENVIRONMENT INVENTORY