Improving students’ science process skills in selected topics in optics through frequent laboratory practical activities

Abstract

This study examined the effect of frequent laboratory practical activities on students’ acquisition of science process skills in selected topics in optics and also explored students’ perceptions of these activities. The research adopted an action research design and involved 53 second-year physics students from Begoro Presbyterian Senior High School in the Eastern Region of Ghana. Data for the study were collected through personal observations, a checklist, and a closed-ended questionnaire. The study was carried out in three phases. In the first phase, a pre-intervention exercise was administered to determine the students’ initial level of science process skills and to prepare them for the intervention activities. The second phase consisted of four weeks of weekly laboratory practical exercises, after which a post-test was conducted to assess the effect of the intervention on students’ acquisition of science process skills. In the third phase, questionnaires were administered to gather students’ views on the frequent laboratory practical activities. Both qualitative and quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel 2010. Pearson’s correlation analysis was employed to examine the relationship between students’ pre-intervention and post-intervention performance. The results revealed a very strong positive correlation (r = 0.987), indicating a substantial improvement in students’ science process skills following consistent participation in laboratory practical activities. The findings further showed that frequent practical activities enhanced students’ ability to manipulate laboratory equipment, follow correct procedures, label diagrams appropriately, read measuring instruments accurately, take precise measurements, plot graphs, analyse experimental data, and interpret results. These skills improved progressively as students continued to engage in practical activities. Students’ perceptions of the frequent laboratory practical activities were generally positive, with mean scores exceeding the 2.5 benchmark across all questionnaire items. Students indicated that regular hands-on activities improved their observational accuracy, experimental design skills, inferential reasoning, and ability to communicate scientific findings effectively. The study therefore concludes that frequent laboratory practical activities significantly enhance students’ acquisition of science process skills and can contribute to improved academic performance. Based on these findings, it is recommended that physics teachers consistently incorporate laboratory practical activities into their teaching to promote the development of essential science process skills.