Abstract

• The major purpose of this research is to investigate the effectiveness of the science process skills model in the teaching of high school Chemistry. The research design adopted in this study was an explanatory sequential (QUAN → qual) design, one of the mixed methods research designs. The research design for the quantitative study is a single-group pretest/posttest design, one of the quasi experimental designs. The participants were Grade 10 students selected from BEHS, Hlegu, No. (4) BEHS Thanlyin, BEHS, Pyalo, and No. (1) BEHS Thayet. For this study, Grade 10 students were selected as experimental group from each school by random sampling method. Before the treatment period, the experimental group was administered a science process skills test before the instruction using the science process skills model. Then, the experimental group was treated with the science process skills model. After that, all students in the experimental groups were administered to a science process skills test. As data analysis, the nonindependent samples t test was used for the quantitative research study. Data collected from observation checklists were analyzed by content analysis for the qualitative research study. One hundred and seven students from the experimental groups were administered the science process skills tests and were observed. The results indicated that there were significant differences in the science process skills tests scores of experimental groups before and after using science process skills model. Qualitative data indicated that the use of science process skills model tends to facilitate effective teaching-learning implementation. Research findings proved that the science process skills model had a positive impact on acquisition of science process skills and teaching Chemistry at the high school level.