The investigation of university students’ science process skills and chemistry attitudes at the laboratory course

The study was conducted to investigate the level of SPS and CA, examine the differences between the mean SPS and CA scores in terms of gender and grade levels, and explore the relationship between SPS and CA among undergraduate chemistry students. Based on the results, it can be explained that the mean SPS and CA scores of chemistry students were considered low and moderate respectively. This probably related to learning activities and methods applied in lectures. All this time, lectures in chemistry laboratories tended to take advantage of cookbook procedures, where students followed step-by-step. As such, we claimed that this was one of the factors causing students’ low process skills and attitudes. In Turkey, Durmaz and Mutlu (2014) confirmed that the mean increase in students’ science process skills taught using conventional learning tended to be low. We argued that the learning environment and the selection of appropriate learning strategies were the key in improving students’ SPS and CA. Hacieminoglu (2016) also suggested that the learning environment needed to be designed to enable students to achieve scientific knowledge and positive attitudes.

Several previous studies have also found similar results. Irwanto et al. (2017), Irwanto, Rohaeti and Prodjosantoso (2018), Kalemkuş, Bayraktar and Kalemkuş (2016) and Lati, Supasorn and Promarak (2012) reported that students’ SPS still tended to be poor. In addition, Gobaw and Atagana (2016) noted that one of sub-skills in SPS, i.e., measuring, was also low. Moreover, Ismail and Jusoh (2001) also found the low result of SPS in identifying variables. The low of students’ SPS was predicted because they were seldom involved directly in determining the solution of a problem, less optimization of learning which involved the students’ role, and lecturers’ activity still focused on transferring concept. We suggested to create an active learning by using discovery strategy. Supportively, Akben (2015) found that inquiry-based learning can effectively increase SPS. Furthermore, Yunus and Ali (2013) also pointed that most respondents had a positive attitudes towards chemistry when they conducted experiments.

While other researchers who had a research on the students’ chemistry attitudes also reported the unsatisfactory results. Kubiatko, Balatova, Fancovicova and Prokop (2017) and Salta and Tzougraki (2004) informed that students’ attitudes towards chemistry tended to be negative to neutral. We have predicted that the less positive attitudes of students because of having teacher-centered learning, investigative activities being rarely done, and the learning being more result-oriented than process-oriented. Yunus and Ali (2013) revealed that the students did not show positive attitudes towards chemistry when they were asked listening the lesson that explained by the teacher. It showed that the students preferred to engage in hands-on or student-centered learning activities. In this case, Lang et al. (2005) emphasized the important of interaction among students, students-teacher, and students-learning environment to increase scientific attitudes. We believed that learning environment design that permitted students to make discoveries could provide them more experience. Additionally, Freedman (1997) concluded that laboratory instruction positively affects students’ attitudes towards science. It was because a laboratory made a science be more interesting and encouraged students to conduct an investigation.

A significant difference between mean SPS and CA scores based on gender and grade levels are presented in Table III. Based on the results of the t-test, it is found there was a significant difference between the mean SPS score based on gender in favor of female students. It was in line with the results of previous studies which agree that there were significant differences between male and female in mastering SPS (e.g., Akbaş, 2010; Eya, 2016; Gürses, Çetinkaya, Doğar, & Şahin, 2015; Ogura & Takemura, 1994). Several previous studies also found that female SPS score was higher than male (Karar & Yenice, 2012; Shaibu & Mari, 2003). It might females had a higher interest and motivation for chemistry. This argument was also in line with the findings of Akram, Ijaz and Ikram (2017).

In the case of grade levels, the results of the current study revealed that significantly second-year students had a higher mean SPS score than first-year students. The low performance of first-year students allowed their lack of experience in laboratory activities. Current research was relevant to previous research findings (e.g., Delen & Kesercioğlu, 2012; Gürses et al., 2015; Ong et al., 2015). At the undergraduate general chemistry laboratory, Cengiz and Karataş (2015) and Taylor et al. (2009) surprisingly found that most students did not recognize laboratory equipment; and science process skills and their self-esteem were low. Other studies also agreed that students in higher grades showed higher performances (Beaumont-Walters & Soyibo, 2001; Ong et al., 2015; Özgelen, 2012). The high SPS scores of second-year students were related to their cognitive development in building knowledge and experience. As a result, second-year students at Analytical Chemistry Lab course had higher scores than first-year students at the General Chemistry Lab course. For this reason, we predicted that the superiority of second-year students was possible because they had more laboratory work experience. Implicitly, Germann (1994), Lee (1993) and Oloyede (2012) revealed that students with higher levels of cognitive development tended to have higher process skills. Supportively, Hodson (2005) and Pernaa and Aksela (2009) also emphasized that practical work equips students with various experiences in solving problems, developing laboratory skills, and promoting positive attitudes.

In the context of the affective domain, our study found a significant difference between the mean CA score based on gender in favor of females. Furthermore, it also found a significant difference between the mean CA score based on grade levels in favor of second-year students. Several previous studies described the similar results to the current study that there was a significant difference between the mean CA score by gender (Can, 2012; Chen & Howard, 2010; Gardner, 1975; Taşdemir & Kartal, 2013). Similar results were also found by Abu-Hola (2005), Anwer, Iqbaland Harrison (2012), Chuang and Cheng (2002) and Dhindsa and Chung (2003) which showed that females had a more positive attitudes towards science than males.
Significantly, we also found the difference in mean CA score based on grade levels. The mean score of high-grade students was better than low-grade students. This finding was in line with previous studies (e.g., Can, 2012; Erdogan, 2017; Peer & Fraser, 2015; Taşdemir & Kartal, 2013; Weinburgh, 1995). These results indicated that an increase of CA score was influenced by various factors, i.e., experience, knowledge and emotional constructs during learning. It was in accordance with Erdogan’s (2017) opinion which revealed that upper-level students had taken various courses; thereby, that they indirectly influenced attitudes towards science.

Based on correlation and regression analysis, it showed a high positive and significant correlation between SPS and CA. It could be concluded that the increase of SPS score would increase CA score. It indicated those students who had a high SPS score tended to have a positive attitudes towards chemistry. In line with the results of the current study, Lee (1993) compared cognitive development, SPS, and attitudes towards science among prospective teachers with different backgrounds in China. There was a significant correlation between SPS and attitudes towards science (r=.21; p<.001). In other studies, Zeidan and Jayosi (2015) also asserted the significant relationship between SPS and attitudes towards science (r=.69; p=.03).

Moreover, Downing and Filer (1999) investigated the relationship between SPS preservice teachers and attitudes towards science. The study found a significant positive relationship between SPS levels and attitudes towards science (r=.39; p=.05). Furthermore, Al-Rabadi et al. (2013) also highlighted that scientific attitudes were a factor that influenced students in acquiring science process skills. In fact, Bakar et al. (2010) mentioned that scientific attitudes were seen as a factor that had the greatest influence among other factors. We viewed that SPS and CA were two important aspects that could not be separated in chemistry learning. In the light of the findings, Yaşar and Anagün (2009) suggested that in learning science, educators needed to guide students to obtain science process skills and scientific attitudes.