Development of Science Process Skills and Learning Achievements of Chemistry Student Teachers through Biochemistry Laboratory Interactive-Online Course
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Abstract
The purposes of this research were 1) to compare pretest and post-test scores of scientific process skills through the Interactive-Online Course, 2) to compare pretest and post-test scores of learning achievement through the Interactive-Online Course and 3) to investigate the correlations between science process skills, learning achievement and the learning results during online media activities. The sample were the second-year chemistry student teachers, using the convenience sampling technique. The Biochemistry Laboratory Interactive-Online Course is conducted through the Google Classroom system, in each week, the learning activities consist of 1) investigating prior knowledge via the Quizizz program, 2) watching videos about laboratory equipment and process via the Animaker program, 3) Observing the video clip of the experiment via the Edpuzzle program, and 4) making the conclusion and laboratory reports. The research instruments consist of 1) a learning achievement test about Biochemistry Laboratory, 2) scientific process skills test relates to Biochemistry Laboratory. The statistics used to analyze the data were mean (), standard deviation (S.D.), Wilcoxon signed rank test (non-parametric statistics) and Pearson’s correlations. The results of this research were as follows: 1) the learning achievement in science process skills after learning through the Interactive-Online Course was higher than before. It was statistically significant at the .05 level. 2) the average learning achievement after learning through the Interactive-Online Course was higher than before. It was statistically significant at the .05 level. 3) the correlations between science process skills, learning achievement, and the learning results during online media activities were significantly medium-quite high positive at the .05 level.
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