Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. A positively significant and linear relationship was found between science process skills taught in laboratory applications and efficient laboratory use of the students between their efficient laboratory use and their achievement in the course and between their science process skills and achievement in the course. The sample consisted of 180 university students who took the general chemistry course at a state university in the second semester of the academic year 2006–2007.
And the students’ course achievement scores were measured by using the Science Achievement Test. The Efficient Laboratory Attitude Scale was employed to assess whether they used laboratories effectively. The Questionnaire for Student Opinions on their Scientific Process Skills was used to determine the extent to which science process skills that were taught in laboratory applications from the students’ perspective.
The present study aims to investigate whether science process skills and efficient laboratory use are significantly correlated with the university students’ basic chemistry course achievement.
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