ENHANCING SCIENCE PROCESS SKILLS AND ATTITUDES THROUGH STEMFOCUSED TEACHING IN BASIC SCIENCE CLASSROOM

Abstract

This study investigated the effectiveness of STEM-focused teaching in enhancing
science process skills and attitudes among Upper Basic Education students in Basic
Science. Using a quasi-experimental pretest–posttest control group design, 100
students were assigned to STEM-integrated instruction or traditional methods over one
term. The intervention embedded engineering design cycles, data-logging, and
collaborative problem solving aligned with the NERDC curriculum. Outcome measures
included performance-based assessments of observing, measuring, inferring,
predicting, and communicating, alongside validated attitude scales. ANCOVA controlling
for pretest scores indicated significantly higher posttest process-skill scores for the
STEM group. Effect sizes demonstrated practical significance, suggesting meaningful
classroom impact. Attitude results showed greater gains in interest, utility value, and
self-efficacy for students taught with STEM approaches. Classroom observations
confirmed fidelity of implementation and documented active discourse and iterative
design. Qualitative interviews highlighted increased confidence in explaining scientific
ideas and using evidence. Subgroup analyses suggested benefits across genders and
ability levels, with no widening of achievement gaps. Findings support STEM-focused
teaching as a scalable, resource-aware approach in Nigerian Basic Science contexts.
Implications include targeted teacher professional development, alignment of
assessments with practices, and partnerships to sustain materials and mentorship.

Keywords: Basic Science, STEM-Based Instruction; Science Process Skills; Student
Attitudes; Upper Basic Education.