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Article Title: Effect of Gender on Basic Science Practical Skills of Lower Primary School Pupils
by Bello Theodora Olufunke and Famakinwa Adebayo

Abstract:
Basic science prepares pupils to have solid foundation in science and builds them as future scientists. Lack of proper exposure to practical activities had been identified to be responsible for pupils� especially girls not developing appropriate practical skills needed for scientific and technological development. This study therefore determined the moderating effect of gender on Generative Instructional Strategy (GIS) and Predict-Observe-Explain (POE) instructional strategy efficacy in improving lower primary pupils� skills. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three mixed primary schools were selected using simple random sampling technique. Primary three pupils from three intact classes with population between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was �Pupils� Basic Science Practical Skills Test� (PBSPST) which was designed to test learners� knowledge of Basic Science process skills. Data collected were analyzed using Analysis of Covariance (ANCOVA) and t-test. Results showed that there was no significant moderating effect of gender on pupils� practical skills in Basic Science when taught with GIS and POE instructional strategy (F= 0.27; P >0.05). The study concluded that practical skills should be constantly developed in male as well as in female pupils so as to improve Basic Science practical skills of lower primary school pupils

Keywords: generative, gender, practical skills, basic science, predict-observe-explain, process skill

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