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Relative effectiveness of context-based teaching strategy on senior secondary students’ achievement in inorganic chemistry in Rivers State
Abstract
This study adopted the quasi experimental research design to examine the relative effectiveness of context-based teaching strategy on senior secondary school students’ achievements in inorganic chemistry. The sample consists of 451 SSII chemistry students (224 males and 227 females) drawn from four out of 46 secondary schools in Port Harcourt Zone in Rivers State of Nigeria. Three research questions were answered and three null hypotheses were formulated and tested at the 0.05 level of significance. Stratified random sampling techniques were used in selection and classification of the sample into the experiment and control groups. Inorganic Chemistry Achievement Test (ICAT) was employed in data collection. The instrument was validated and its reliability coefficient was 0.56. The ICAT instrument was administrated on both the pre-test and post- test. The data obtained from the administration of the instrument was analyzed using mean, standard deviation and analyses of covariance (ANCOVA). The study found out that context –based teaching strategy was significantly better than the expository method in enhancing students’ transfer of learning in inorganic chemistry. The result also showed that there was no significant difference in the mean achievement scores of male and female students taught inorganic chemistry using the same method. In the same vein, the rural students performed significantly better than their urban counterparts taught using the context-based teaching strategy. Based on the findings, recommendations were made among which were that context-based teaching strategy be adopted in teaching and learning of inorganic chemistry in the secondary and tertiary levels of the educational systems.
... Chemistry plays an important role in all aspects of human life (Aniodoh, 2001). Nbina & Avwiri (2014) explained that chemistry is one of the basic knowledge and skills which is very important to contribute to the development of science in society. Atkins et al. (2010) states that inorganic chemistry is one branch of chemistry that studies the properties of elements in the periodic table. ...
... Group 15 elements are covered in Inorganic Chemistry courses and are studied at the tertiary level. Student learning outcomes for Inorganic Chemistry courses are still relatively low (Nbina & Avwiri, 2014;Sozbilir, 2004). This is based on student learning outcomes at the Palangka Raya University Chemistry Study Program in Inorganic Chemistry I and II courses from 2013, 2014 and 2015. ...
The purpose of research is determine the effectiveness of teaching materials based contextual elements of group 15 for the course of inorganic chemistry. The research design is one group pretest-posttet only. Subjects were students of Chemistry Education University of Palangka Raya as many as 47 people. Based on the research results, is obtained percentage of graduated postes amounted to 93.6%, mean of n-gain score is 0,54 (moderate), and the probability value (p) is 0,000, showed no significant difference between the pretest and posttest. Therefore, teaching materials element of group 15 based on contextual for inorganic chemistry course effective to improve student’s learning result. Penelitian ini bertujuan untuk mengetahui efektivitas bahan ajar unsur golongan 15 berbasis kontekstual untuk mata kuliah kimia anorganik. Desain penelitian yaitu one group pretest-posttet only . Subyek penelitian adalah mahasiswa Program Studi Pendidikan Kimia Universitas Palangka Raya sebanyak 47 orang. Berdasarkan hasil penelitian, diperoleh persentase jumlah lulus postes sebesar 93,6%, rata-rata n-gain score sebesar 0,54 kategori sedang, dan nilai probabilitas (p) yaitu 0,000 yang menunjukkan ada perbedaan secara signifikan antara nilai pretes dan postes. Oleh karena itu, bahan ajar unsur golongan 15 berbasis kontekstual untuk mata kuliah anorganik efektif meningkatkan hasil belajar mahasiswa.
The implementation of context-based chemistry programs has been started 40 years ago in the 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of intervention context-based (ICB) approach chemistry studies investigating the effect of various instructional strategies on students’ learning outcomes from primary to post-secondary levels. However, there is a limitation
of the literature review conducted on intervention context-based chemistry studies. Hence, the present review was carried out to evaluate intervention context-based chemistry studies using six research questions based on the following categories (main headings): (1) countries or continents in which ICB chemistry studies were conducted; (2) research methodologies implemented in ICB studies; (3) topics in which ICB chemistry studies are used; (4) learning variables measured by ICB studies; (5) teaching methods and instructional strategies adopted by ICB studies; and (6) the effectiveness of context-based instructions on students’ learning outcomes. Moreover, some sub-headings also followed the main headings. To achieve this objective, a rigorous systematic literature review has been executed using 25 selected ICB chemistry studies published between the years 2009 and 2022 based on the specific inclusion and exclusion criteria. These studies were accessed in internationally well-known databases (Google Scholar, ERIC, Semantic Scholar, and Mendeley); and the studies were organized and reviewed thematically. To summarize and present the findings of the studies, matrices, constructed by the researcher, were used. The review analysis results revealed and shed light on the critical appraisal of intervention context-based chemistry studies, missing parts of the context-based approach, and implications and suggestions for future studies. [African Journal of Chemical Education—AJCE 13(3), July 2023].
This study aimed to find out student and lecturer perceptions of students' learning difficulties and possible solutions proposed by them to these difficulties in physical chemistry. The data for this study were collected from 91 chemistry majors and two lecturers from two different chemistry education departments in two universities in Turkey. The findings suggest that student and lecturer perceptions of students' learning difficulties are quite different, as well as showing some common themes. The common themes were about the abstract nature of concepts in physical chemistry, the overloaded course content, insufficient resources, teacher-centered and exposition-dominated teaching practices and the lack of student motivation in the physical chemistry course. The discrepancies between student and lecturer perceptions were mostly marked by the student and faculty frustrations. Students were critical of the course content, the resources available, the lecturers, and their teaching methods. Lecturers generally focused on factors that related to the course, such as overcrowded classes, lack of resources and staff, as well as the students' academic background and socio-economic conditions. Keywords (Audience): Upper-Division Undergraduate
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