An Investigation of the Relationship between Science Process Skills with Efficient Laboratory Use and Science Achievement in Chemistry Education

Abstract

The present study aims to investigate whether science process skills and efficient laboratory use are significantly correlated with the university students’ basic chemistry course achievement. The Questionnaire for Student Opinions on their Scientific Process Skills was used to determine the extent to which science process skills that were taught in laboratory applications from the students’ perspective. The Efficient Laboratory Attitude Scale was employed to assess whether they used laboratories effectively. And the students’ course achievement scores were measured by using the Science Achievement Test. The sample consisted of 180 university students who took the general chemistry course at a state university in the second semester of the academic year 2006–2007. A positively significant and linear relationship was found between science process skills taught in laboratory applications and efficient laboratory use of the students; between their efficient laboratory use and their achievement in the course; and between their science process skills and achievement in the course.