Abstract
The study assessed the level of acquisition of selected basic science process skills among senior secondary school Biology students in Delta Central Senatorial District. It was guided by three research questions and hypotheses and employed a descriptive survey design. The population comprised 26,571 SS II Biology students in 190 public senior secondary schools, while the sample included 720 students selected through a multistage sampling technique. The research instrument, Science Process Skills Knowledge Test in Biology (SPSKTC), was pre-tested on 20 SS II students from two schools in Delta South Senatorial District, yielding a reliability coefficient of 0.79 using Kuder-Richardson formula 21. Data collection was conducted over five weeks with assistance from Biology teachers, and questionnaires were retrieved immediately after completion. Data were analyzed in line with the research questions using mean scores, while hypotheses were tested at the 0.05 significance level using t-test statistics. The findings revealed that: (i) students demonstrated a high level of acquisition of observation skill, with male students performing significantly better than females; (ii) students exhibited a high level of acquisition of classifying skill, again with males outperforming females; and (iii) measuring skill was also acquired at a high level, with males showing higher performance than females. Based on these findings, it was recommended that Biology teachers design and implement practical lessons that actively engage both male and female students. Strategies such as group activities, rotations in handling laboratory apparatus, and structured participation plans can ensure equal opportunities for all students to develop observation, classifying, and measuring skills.