Assessment of employability skills development opportunities for senior secondary school chemistry students (original) (raw)
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Assessment of employability skills development opportunities for senior secondary school
Journal of Educational Research and Review, JERR
"Abstract The study centered on students’ employability skills which include skills and potentials for obtaining and succeeding in a job. It assessed senior secondary school chemistry students’ employability skills as well as science teachers’ sense of efficacy in helping students acquire the skills. Also, the study ascertained science teachers’ perceptions regarding the extent to which science students are exposed to employability enhancing activities. Using survey design, data were collected from 200-student and 40-teacher respondents. The study used three (3) questionnaires, namely: Student Employability Skills Questionnaire (SESQ), Employability Opportunity Questionnaire (EOQ) and Employability Efficacy Questionnaire (EEQ). Findings showed that the science students’ employability skills scores were > 2.0 criteria, thus they were considered competent. While numeracy, independent study skills and team work were highly ranked students’ skills, other skills like problem-solving, ICT skills and time management were ranked low. The study also found that different employability skills development opportunities abound in the schools in varying degrees. Also, a generally high sense of efficacy was found among science teachers, though they expressed sense of weakness in fostering students’ ICT and numerical skills. It was suggested that school authorities should create enabling environment where the development of employability skills will thrive; and that science teachers should provide enrichment activities especially to develop students’ competency in problem-solving and ICT." Keywords: Employability, employability skills, sense of efficacy, school activities.
Employability Skills can also be defined as 'skills' required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions.While every of this issue is decisive enough to make a conversation, research and explanation at extent, this article will concentrate on the issue of employability skills needed by arts and science students from an industry perception which has been drawn from a survey of 500 students. ANOVA and Correlation tests are used to analyze the study. The study deals with the arts and science college students in Namakkal district, Tamil Nadu, Periyar University.14 major employability skill areas have been identified and in them the important ones that necessitate to be addressed are effective communication both listing and learning, problem identification and problem solving and time management.External research strongly suggests, the students are not able to sustain in their job because of less skill and tolerance. Hence while graduating they should specially educated to fill gap between college and corporate.
2020
The science curriculum in the College of Industrial Technology (CIT) program is a significant component of the academic requirement of the students and is believed to be vital for the development of skills and potentials of students. The objective of the study was to develop a science competency assessment tool for the OJT students of the CIT, Batangas State University, Batangas City, Philippines. The different science competencies were classified as technical, behavioral, communicative and managerial competencies. The descriptive method of research was utilized in this study with the questionnaire as the data gathering instrument. The data were analyzed and tested using weighted mean and T-test. The faculty and OJT students very strongly agreed that these science competencies were offered and developed in the department. The science competencies were developed in the objectives in Physics to a very great extent as assessed by both faculty and OJT students. Likewise, to a great exte...
Chemistry Student Perceptions of Transferable & Workplace Skills Development
The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught by a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most discipline specific skills does not vary between year groups, but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "Problem solving", "time management", "working in a team“ and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe that the “real-world”, authentic nature of C/PBL problems may be an important factor in determining the extent of skills development.
Teachers’ Competencies in the Design and Delivery of Chemistry Practical Work
2019
The aim of the study was to investigate chemistry teacher’s competencies in the design and delivery of chemistry practical work in selected schools of Kitwe District. The objectives of the study were to: determine the nature of chemistry practical activities designed and delivered by teachers, establish the range of science process skills developed through chemistry teacher designed practical activities. The study was qualitative and a case study design was used. The target population was chemistry teachers teaching the two chemistry syllabi; pure Chemistry (5070) and Science (5124) a combination of Chemistry and Physics in selected secondary schools of Kitwe district. The sample comprised six chemistry teachers and 24 pupils drawn from three secondary schools. The study involved the use of: observation schedule, semi-structured interview schedule, focus group discussion guide and document analysis schedule to collect data. The findings showed that most of the practical activities ...
Profile of the Academic Competency of Chemistry Education Students
2018
This article reports the results of a limited trial on the academic competence of students in chemical education. This limited trial also measured the level of student confidence and the truth of chemical concepts from a sample of 24 class 2014 chemistry education students who would and were taking thesis data. Chemical education students are asked to work on 11 chemistry competency questions in multiple choices from with 5 answer choices. After that students are also asked to give reasons and determine the level of confidence in the chosen answer option. From the results of the level of confidence and the truth of the chemical concepts owned by students of chemical education, it can be obtained data about the profile of student misconceptions. A total of 9 students were able to work on the problem as much as 6 or more with the right answer. There are 2 out of 24 students having a misconception rate of more than 50 percent and there are 5 out of 24 students who know the concept. Key...
2016
In this paper a model for the development of integrated skills (technical and personal) is applied in Analytical Chemistry exercises and extracurricular activities are considered. During 2013-2015 years sixty students of University of Chemical Technology and Metallurgy (UCTM) were interviewed by a questionnaire on knowledge and academic experience, communication, personal and work skills. The effects were evaluated by external evaluation (by a teacher), self and mutual evaluation by others in the group. The data were processed by standard statistical procedures such as hierarchical agglomerative clustering and non-parametric hypothesis rank tests of matching two samples. The results show that students solve problems applying critical and analytical thinking, experience and knowledge of mathematics and technical subjects, which they associate with their ability to learn and time management.
Elements of employability skills among students
unspecified
The significance of this study was to identify the elements of employability skills which integrated by instructors of community college within teaching process and its importance to employers in Malaysia. Five research questions were established for this study. 270 respondents were selected among instructors at community colleges in southern region through purposive sampling. Questionnaires were used to gain data which applicable for research with observation design. The questionnaire were segregated into two sets with different format of arrangements. The feedback were then analyzed through descriptive statistic (min, rank) and inference statistic. t-test then applied to identify the significant difference of perception on employability skills between community colleges" instructors and employers from industry. It turn out both party have the same agreement on the importance of three elements in employability skills. However, there were some difference existed in perception toward communication skill, work group skill and ICT skill. This project finally revealed four worker characteristics desired by employer which are: show interest in working; punctuality; able to work efficiently and; determination.
Secondary school students’ perceptions of working life skills in science-related careers
International Journal of Science Education
School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems.
Journal of Baltic Science Education
The aim of this study is to examine the effect of alternative assessment techniques supported by learning cycle model and traditional teacher centered education on chemistry competency perception and chemistry success of prospective science teachers. As the data collection tools chemistry competency perceptions scale and chemistry success test was used. It was determined that there is a significant effect of alternative assessment techniques supported by learning cycle model on chemistry competency perceptions and chemistry success of prospective science teachers. It has been determined that there is significant effect of traditional teacher centered education on chemistry success. Also it has been revealed that there was an increase in chemistry competency scores of prospective science teachers in control group however this increase was not statistically significant. Key words: alternative assessment techniques, chemistry competency perception, chemistry success, learning cycle, tr...