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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