Chemistry and Materials Research www.iiste.org ISSN 2224- 3224 (Print) ISSN 2225- 0956 (Online) Vol.10 No.5, 2018 17 Science Process Skills Assessed in the Examinations Council of Zambia (ECZ) Senior Secondary School Chemistry-5070/3 Practical Examinations Billy Siachibila 1 * Asiana Banda 2 1. School of Natural Sciences, Mukuba University, P.O Box 20382, Kitwe, Zambia 2. School of Mathematics and Natural Sciences, Copperbelt University, P.O Box 21692, Kitwe, Zambia Abstract The purpose of this study was to determine the science process skills inherent in the Examination Council of Zambia (ECZ) pure chemistry practical examinations (5070/3) for a period of 10 years (2007-2016). The study adopted the Ex-post facto research design. The questions from the ECZ chemistry-5070/3 practical examination (5070/3) from 2007-2016 were analyzed for science process skills based on the 12 categories of science process skills adopted from the AAAS (1993), with an addition of one more integrated skill which is graphing. Data were analyzed descriptively by computing frequencies and percentages. The results from the study shows that the science process skills included in the practical examinations are; interpreting data, experimenting, inferring, observation, measurement and communicating only. Among the 13 science process skills focused, the most prominent were observing (28.94%), measuring (15.44%), communicating (28.64%), and interpreting data (11.10%). Comparing the two categories of science process skills, basic and integrated science process skills, the results show a high percentage of the basic science process skills at 80.51% as compared to integrated science process skills at 19.50%. This implies that ECZ included more basic science process skills as compared to integrated science process skills in its national examination for the period from 2007 to 2016. These results have implications to chemistry teaching and learning at high school level. Keywords: chemistry, chemistry education, science education, practical examinations, science process skills. 1. Introduction The Zambian chemistry curriculum was recently revised placing much emphasis on the acquisition of science process skills (Ministry of Education [MoE], 2013). This means that the teachers of chemistry need to reflect all the dimensions of science in their lessons so as to promote the acquisition of science process skills. The three dimensions of science are; scientific attitudes, process skills and scientific content knowledge (Opateye, 2012). According to Akinbobola and Ikitde (2008), the process approach method of teaching science or chemistry is meant to foster inquiry and manipulative skills in students and discourage rote learning. The process approach method ensures learners are actively involved in the learning process. This implies that teachers of chemistry should embrace such methods if they are to ensure that learners acquire the science process skills. In particular, chemistry teachers need to accommodate practical activities in their lessons. According to Giddings & Fraser (1988, as cited in Akinbobola & Afolabi, 2010), achieving the objectives of science practical work is dependent on the mode of assessment of laboratory work used by the teachers as well as the examination bodies. They argue that the methods used for assessment directly influence teachers’ methods of teaching, students’ learning styles and attitudes towards practical activities. The practical skills in chemistry are science process skills which are taught as part of the chemistry curriculum. These skills can be acquired and developed by the pupils through getting involved in the activities that take place in the chemistry practical sessions. Maundu, Sambili and Muthwii (2005) stated that one of the ways of assessing the objectives of teaching biology is through practical work. In the same way objectives of teaching chemistry can be assessed through practical work as well. In practical work, an opportunity is provided for testing application of scientific procedures, manipulative abilities as well as science process skills (Ongowo & Indoshi 2013). The Examinations Council of Zambia (ECZ) is a body mandated to run the affairs of national examinations in the country. ECZ is responsible for national examinations at Grades 7, 9 and 12 levels. ECZ is also in charge of Diploma examinations in Teacher Education Colleges at tertiary level. ECZ is responsible for preparing and marking the examinations at all these levels. ECZ makes use of practical examinations to test students’ acquisition of biology, chemistry and physics practical skills which in the real sense are science process skills. In these practical examinations, the learners are required to carry out biology, chemistry and physics practical activities following some given instructions. These practical activities are in form of experiments. In the case of chemistry, these examinations usually have two questions of which one is on qualitative analysis (identification of cations/anions) and the other one is on quantitative analysis (titration). Akinbobola and Afolabi (2010) hold the view that the scores that the pupils obtain from their practical examinations are indirect reflections of the process skills they could display during the practical examination. At the same time, the final score that a candidate obtains in biology, chemistry or physics is contribution of both the theory examination and the