Process-Oriented Physics Lessons

The study investigated the efficacy of process-based refresher courses on students ’ acquisition of science process skills in process-oriented physics lessons, in Abak Educational Zone of Akwa Ibom State. Four hundred (400) SS2 students in eight (8) intact classes were randomly selected and used for the study. The research instrument employed for the study were Refresher Course Instructional Package (RCIP) and a Test of Science Process Skills (TOSPS). The data obtained were analyzed using t-test statistics. Results of data analysis showed that: physics students who were taught process-oriented physics lesson in “mechanics and properties of matters ” by physics teachers who were exposed to process-based refresher course acquired observational, manipulative, computational and communicative science process skills significantly higher than their counterparts who received the lesson from teachers who were not so exposed; physics students who were taught process-oriented physics lessons in “mechanics and properties of matter ” by physics teachers who were exposed to process-based refresher course, acquired the cognitive science process skills marginally higher than their counterparts who received the lessons from teachers who were not so exposed. It was therefore recommended that teachers at all levels of educational structure should be trained an