Abstract

• The major purpose of this research is to investigate the effectiveness of the proposed 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 the nonequivalent control group design, one of the quasiexperimental designs. The participants were Grade Ten students selected from BEHS, Hlegu, No. (4) BEHS Thanlyin, BEHS, Pyalo, and No. (1) BEHS Thayet. For this study, Grade Ten students were selected from each school by random sampling method. These students were assigned into two groups: experimental and control. The two groups were administered a pretest to examine the entry behavior on chemistry basic knowledge. Then, the experimental group was treated with the proposed science process skills model and the control group was taught with formal instruction. After that, a posttest was administered to two groups. As data analysis, a one-way analysis of covariance (OneWay ANCOVA) was used for the quantitative research study. Data collected from interviews were analyzed by thematic analysis for the qualitative research study. Four teachers who taught in the experimental groups and (16) students from the experimental groups were interviewed. The results indicated that the chemistry achievement of students who received instruction by the proposed science process skills model was significantly higher than that of students who did not receive it. Qualitative data supported the findings from the quantitative study. Research findings proved that the proposed science process skills model had a positive contribution to teaching chemistry at the high school level.