STUDENTS' ACHIEVEMENT AND TEACHERS’ INSTRUCTIONAL PRACTICE ON INTEGRATED SCIENCE PROCESS SKILLS:

THE CASE OF SECONDARY SCHOOL IN ADDIS ABABA, ETHIOPIA

抄録

The purpose of the study was to examine students’ achievement and teachers’ instructional practices in integrated science process skills (ISPS) at the secondary school level. Using a quantitative survey design, the data were collected through ISPS test and observation checklist. The sample included 272 students from government schools, 269 from private schools, and five science teachers from each school type. Data were analyzed using percentage, standard deviation, and an independent sample t-test. The students’ overall achievement in government schools was 35.5%, while 53.3% in private schools. The achievement among students in the government schools was below the Ethiopian Ministry of Education’s expected standard (<50%). The performances of students in private schools were higher than those in government schools and the difference is statistically significant at a 0.05 significant level. Classroom observation showed that teachers in government schools predominantly employed a teacher-centered approach, while teachers in private schools partially utilized student-centered and practice-based instructional methods.