Abstract

• The main purpose of this study was to investigate the science achievement of students who are taught with science process skills at the middle school level. This study was conducted with quantitative research method. The experimental design adopted in this study was a true experimental design, namely, posttest only control group design. This study was conducted in Yangon Region. The sample schools for this study were selected by using a random sampling method. Two high schools were selected from two different districts, Yangon Region. The subjects were Grade Seven students selected from No. (1) BEHS Latha and No. (4) BEHS Pazundaung. The reliability of instruments was calculated through a pilot testing with (30) Grade Seven students. The internal consistency (Cronbach’s Alpha) of the students’ achievement test was (.743). For this study, (120) Grade Seven students were selected from both schools by random sampling method. These students were divided into two groups: control and experimental. The experimental group was treated with science process skills and the control group was taught with formal instruction. After that, a posttest was administered to two groups. Independent samples t-test was used to test whether there was significant difference between these two groups. Examination of the means and t-test at No. (1) BEHS Latha (t=10.51, df = 58, MD=9.10, p=.000) and No. (4) BEHS Pazundaung (t=14.95, df=58, MD=10.70, p=.000) indicated that students who were taught by science process skills demonstrated significantly better than those who were taught with formal instruction. Research findings proved that science process skills has positive contribution to the science teaching at the middle school level.