Abstract

• The main purpose of this study is to investigate how utilizing contextualized instruction could enhance science process skills acquisition in learning physics. The research design adopted was one of the quasi-experimental designs, nonequivalent control group design. The research instruments were pretest, posttest, materials including unit plans, lesson plans and contextualized workbook, questionnaires. By using the simple random sampling method, four basic education high schools from Yangon Region were selected. Data were analyzed by using analysis of covariance, Pearson’s product moment correlation and multiple regression analysis. The findings of physics achievement on science process skills showed that experimental groups who received the contextualized instruction were significantly higher than the control groups who did not. There was a strong relationship between students’ physics achievement on science process skills and their attitudes towards contextualized instruction. The stronger the students’ attitudes towards contextualized instruction were established, the higher the physics achievement on science process skills. The predicting factors for physics achievement on science process skills were basic process skills, interpersonal skills and integrated process skills. Therefore, the research findings proved that the use of contextualized instruction had a positive impact on the acquisition of science process skills in high school physics teaching and learning.