Assessment of the integrated science process skills and cognitive abilities of education students in selected teacher training institutions in Metro Manila

• Main Author: Sotto, Rosario Laurel
• Format: text
• Language: English
• Published: Animo Repository 1995
• Subjects: Cognition > Tests and scales; Teachers college students; Teachers > Training of; Ability > Testing; Teachers colleges; Science > Study and teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/741
• Institution: De La Salle University

This study assesses the integrated Science process skills and cognitive abilities of 605 Education students from four state universities in Metro Manila.The participants were categorized into 3 groups according to their type of courses: science, non-science, and vocational-technical students. According to year levels, the samples were classified as freshmen, sophomores, juniors, and seniors.Four instruments were administered to the participants. An adaptation of Hiura's Integrated Science Process Skills Test (ISPT) was used to determine the performance of the participants in the different integrated Science process skills categories. The cognitive level of the participants was measured using the Piagetian Test of Cognitive Development. The unusual uses of a ball pen, a task in the Verbal form of the Creative Thinking Test, was used to find out the participants' creative ability. The researcher developed a questionnaire that provided the personal profile of the participants.The statistical treatment involved the mean, standard deviation, percentage, two-way analysis of variance, Duncan range test, multiple correlation, and regression. Forty-two percent of the variation in the process skill was explained by cognitive level, through the course and grade point averages. The two best predictors for the criterion measure. The following conclusions were drawn:1. Education students were most competent in graphing and interpreting data. They were least competent in identifying and operationally defining variables 2. Majority of the Education students were in their early formal stage of cognitive development 3. The Science-major students had the highest competency in the integrated Science process skills, cognitive development, and creative thinking ability and,4. Process skills were significantly correlated with (a) cognitive level, (b) course, (c) creative thinking, (d) grade point average, and (e) number of units earned in Science. However, the process skills were not significantly related with (a) SES and (b) year level.