Scientific Reasoning Ability and Acquisition of Science Process Skills Using Improvised and Standard Instructional Materials in Secondary School Physics in Uyo

The influence of students’ Scientific Reasoning Ability on their Science Process Skill acquisition using improvised and standard instructional materials in current electricity was investigated. The quasi experimental research design was adopted.  163 senior secondary two students in four intact classes drawn from four schools in Uyo local government area of Akwa Ibom State formed the sample of the study.  Lawson’s Classroom Test of Scientific Reasoning was used to determine the Reasoning Ability of the students before treatment. Pre-test on level of Science Process Skills of the students in current electricity was determined using a Physics Practical Test (adapted from SSCE past questions) and a researcher-developed Science Process Skills On-the-Spot Assessment Rubric (SPSOTSAR). After the respondents were exposed to three weeks of teaching using standard and improvised instructional materials, post-test was done using the same instrument to determine the level of Science Process Skill acquisition. Data obtained were analyzed using mean, standard deviation and analysis of covariance. Findings of the study showed that there is no significant difference among the mean achievement scores of high, average and low reasoning ability students on acquisition of Science Process Skills when taught Current Electricity using improvised potentiometer and Metre Bridge; and when taught with standard potentiometer and Metre Bridge, respectively. Also, it was observed that there is no interaction effect of type of instructional material and Reasoning Ability on SPS acquisition in current electricity. Improvisation and utilization of improvised instructional materials in practical experiments in the laboratory to help the students acquire requisite skills for the future is recommended.