SCIENCE PRACTICAL WORK AND ITS IMPACT ON UNDERGRADUATE STUDENTS’ CRITICAL THINKING SKILLS IN FEDERAL UNIVERSITY OF KASHERE, GOMBE STATE, NIGERIA

Abstract

This quasi-experimental study aimed to assess how practical work impacts the critical thinking skills of undergraduate students in biology and chemistry courses at Federal University of Kashere, Gombe State. Participants were chosen from thirdyear integrated science education students and divided into control and experimental groups for the chemistry and biology courses. The control groups received traditional science teaching, while the experimental groups engaged in intensive practical activities covering the same content. Both groups underwent preand post-tests. The results showed that the experimental groups significantly outperformed the control groups in their scores. Thus, it's recommended that secondary schools provide ample opportunities for students to engage in practical lessons, ensuring that laboratories are well-equipped to support these activities.