Effect of science process skills-based teaching approach on secondary school students’ scientific epistemological beliefs

  • Million Tadesse Kassaye Bahir Dar University
  • Destaw Damtie Bahir Dar University
  • Solomon Melesse Mengistie Bahir Dar University
  • Getahun Yemata Bahir Dar University
DOI: https://doi.org/10.4314/10.4314/bdje.v25i1.5
Keywords: Epistemological beliefs, Science process skills-based approach, Conventional teaching method

Abstract

This study sought to examine the effect of the Science Process Skills-Based Teaching Approach (SPSBTA) on students’ scientific epistemological beliefs (SEBs). The study used a mixed-method research approach with a quasi-experimental design. Two schools with relatively organized laboratories were selected and randomly assigned to experimental and comparison groups, resulting in a sample of 78 students. Data were collected through a questionnaire, interview, and observation and quantitatively analyzed using mean, standard deviation, independent sample t-test, ANCOVA, and qualitatively with narration. The findings showed that the students in the experimental group who participated in the SPSBTA intervention demonstrated higher epistemological improvement than those in the comparison group. However, there was no statistically significant difference between genders. The study concludes that SPSBTA was more effective than the conventional method in improving SEBs. Based on the findings of this study, it is recommended that concerned bodies should encourage biology teachers to apply SPSBTA.

Author Biographies

Million Tadesse Kassaye, Bahir Dar University

School of Teacher Education, Bahir Dar University, Ethiopia

Destaw Damtie , Bahir Dar University

Associate Professor in Biomedical Sciences, Department of Biology, College of Science, Bahir Dar University, Ethiopia

Solomon Melesse Mengistie , Bahir Dar University

Professor in Curriculum Design and Development, School of Educational Science, Bahir Dar University, Ethiopia

Getahun Yemata , Bahir Dar University

Associate Professor in Plant Ecophysiology, Department of Biology, College of Science, Bahir Dar University, Ethiopia

Published
2025-03-16
How to Cite
Kassaye, M. T., Damtie , D., Mengistie , S. M., & Yemata , G. (2025). Effect of science process skills-based teaching approach on secondary school students’ scientific epistemological beliefs. Bahir Dar Journal of Education, 25(1), 61-83. https://doi.org/10.4314/10.4314/bdje.v25i1.5
Issue
Vol. 25 No. 1 (2025)
Section
Articles

Copyright (c) 2025 Million Tadesse Kassaye, Destaw Damtie , Solomon Melesse Mengistie , Getahun Yemata

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