Evaluation of Chemistry Exam Questions for the Third-Year Secondary Students in the Republic of Yemen for the Years 2022- 2024 in light of Science Process Skills

Abstract

This study is aimed at evaluating chemistry exam questions for the third-year secondary students in the Republic of Yemen in light of science process skills during the years (2022-2024). The content analysis method was used as one of the descriptive research approaches. The study sample included (16) models of National exams questions, comprising (96) questions, from which (491) items branched out. To achieve the study's objective, the researchers prepared a list of science process skills, which included eight basic skills: (observation, measurement, classification, inference, prediction, using numbers, using spatial and temporal relationships, and communication) and four integrated skills: (interpreting data, controlling variables, experimentation, and formulating hypotheses). The list included (35) indicators. Data was analyzed using frequencies and percentages. The findings of the study indicated that the inclusion of basic science process skills in the chemistry exam varied. Communication skills were the most frequently represented, followed by using numbers and inference skills, all of which demonstrated high levels of inclusion. In contrast, classification and prediction skills appeared to a moderate degree. Notably, the exam did not include items assessing skills of observation, measurement, and spatial and temporal relationships. With regard to integrated science process skills, only the skill of data interpretation was included. Skills such as controlling variables, experimentation, and formulating hypotheses were not represented in the exam