Effects of Laboratory Practical Work, Demonstration Method, and Learning Styles on Secondary School Students’ Achievement and Interest in Chemistry
Chapter One
Objective of the study
The objectives of the study are
- To determine the relative effect of treatment (guided discovery and demonstration methods) and control (lecture method) on students’ conceptual change in practical chemistry laboratory activities.
- To determine the relative effect of treatment and control on students’ achievement in practical chemistry content (acids and bases).
- To determine the relative effect of treatment and control on students’ attitude to practical chemistry content (acids and bases).
- To determine the interaction effect of gender and treatment against control on students’ conceptual change in practical chemistry contents (acids and bases).
- To determine the interaction effect of gender and treatment against control on students’ achievement in acids and bases in practical chemistry.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Concepts in Science
Science is an organized system of explanations of nature through the processes of experimentation that are subjected to modifications in the light of further empirical evidences (Daramola, 2005). According to Onuoha (1997) science is described as the knowledge ascertained by observation and experimentation, critically tested, systematized and brought under general principles. These general principles are geared towards furnishing the individual with knowledge to manage and control his environment. Scientific knowledge is a function of the processes by which scientists come to obtain the knowledge that gives some understanding of cause- and -effect relationships with the power to predict and control the universe (Rodger, 2002).
Thus, science is conceived as a well-calculated attempt by humans to subdue their environment through systematic observation of natural phenomena, and the use of empirical approach to authenticate the validity and reliability of the observed facts for creation of reliable avenue for providing solutions to human problems (Nnachi, 2009). Conceptually, science is a product of curiosity and findings to create a medium for the understanding and explanation of the world and its components.
Chemistry being a fundamental science course has found profuse application in all other sciences and hence its principles constitute the bedrock of development in the science and technology of nations. Achieving proficiency in chemistry is, therefore, a national concern. In this direction Etuk (2004), states that “developing nations of the world see science as a means of providing the basis for sustainable manpower in a modern society”.
In an attempt to make the teaching of science effective, Ali (2001) observes that the senior secondary school level is the stage at which individual science subjects such as chemistry, physics, biology, mathematics and agriculture are to be thoroughly taught the students in readiness for future science-related occupations in applied sciences such as medicine, engineering etc and even in other fields of learning.
Therefore, an effective science teaching has to do with imparting appropriate knowledge by developing learners to be scientifically literate, creating awareness in them to acknowledge the benefits and contributions of science to human progress and developing good scientific attitudes. Daramola (2005) described an effective science teaching as a process whereby professionally trained teachers are employed to instruct learners through science processes, in well-structured and organized settings available within the school systems. To ensure that effectiveness is achieved in senior secondary schools there must be well designed, good planning and effective implementation with the evaluation of instructional methods that are adequate for proper monitoring and assessment of science teaching and learning outcome (ICSU, 2002). To ensure the actualization of this statement, there is need for science teachers to be effectively prepared and equipped in the pedagogical content and approaches of teaching science, since the quality of teaching determines the outcomes.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Effects Of Laboratory Practical Work, Demonstration Method And Learning Styles On Secondary School Students’ Achievement And Interest In Chemistry. Selected secondary schools in Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effects Of Laboratory Practical Work, Demonstration Method and Learning Styles on Secondary School Students’ Achievement and Interest in Chemistry. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of effects of Laboratory Practical Work, Demonstration Method and Learning Styles on Secondary School Students’ Achievement and Interest in Chemistry
Summary
This study was on effects of Laboratory Practical Work, Demonstration Method and Learning Styles on Secondary School Students’ Achievement and Interest in Chemistry. Five objectives were raised which included: To determine the relative effect of treatment (guided discovery and demonstration methods) and control (lecture method) on students’ conceptual change in practical chemistry laboratory activities, to determine the relative effect of treatment and control on students’ achievement in practical chemistry content (acids and bases)., to determine the relative effect of treatment and control on students’ attitude to practical chemistry content (acids and bases), to determine the interaction effect of gender and treatment against control on students’ conceptual change in practical chemistry contents (acids and bases) and to determine the interaction effect of gender and treatment against control on students’ achievement in acids and bases in practical chemistry. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Guided discovery and demonstration methods facilitate students’ conceptual change in practical chemistry contents (acids and bases), guided discovery and demonstration methods promote students’ achievement in practical chemistry contents (acids and bases), guided discovery and demonstration methods promote students’ attitude to practical chemistry contents (acids and bases) and ender and teaching methods have no significant effect on students’ conceptual change in practical chemistry contents (acids and bases).
Recommendation
- Guided discovery and demonstration methods should be used in teaching practical chemistry contents in secondary schools, since they are activity-oriented. Both methods possess the tendency to improve students’ psychomotor skills, problem solving, critical thinking skills, computational skills and cooperative learning.
- Adequate instructional activities should be provided in order to stir up students’ enthusiasms, curiosity and interest particular should be geared towards the rural areas.
- Ministry of education should organize in-service training programmes and workshops for teachers to acquire knowledge and mastery on the usage of the aforestated (guided discovery and demonstration methods) activity-based methods in practical chemistry laboratory activities
References
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