Exploring Science Process Skills of undergraduate students and its Relationship with student’s academic achievements

Abstract

This study aimed to investigate science process skills of undergraduate students and their correlation
with academic achievement. A cross-sectional survey and Correlational research design were employed.
Population of the survey conducted was all undergraduate students at university of Malakand Pakistan.
Data was collected from 177 stratified selected students of both genders of seven departments. The
questionnaire was validated by subject matter export, comprised twelve items related to science
process skills. Reliability analysis was performed using cronbach,s alpha yielded of coefficient of -.19,
suggesting inadequate internal consistency. Software utilized for data analysis included statistical
package for social science employing Pearson correlation. Result reveled that there was a strong
correlation of 0.665 observed between science process skills and students’ academic achievements.
Schools and teachers should focus on improving students' science process skills to enhance overall
academic performance. Incorporate more hands-on experiments, problem-solving activities, and
critical thinking exercises in science classes. Provide targeted support and resources for students who
struggle with science skills to help them improve. Recognize that strengthening science process skills is
crucial for improving students' success across their studies.