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ICSHER JOURNAL Vol. 2, No. 2 (Dec., 2016): 54-59
Effect of Hands-on Activities on Achievement and Retention of Senior Secondary
Chemistry Students in Stoichiometry
Josiah Ogbeba, Ph.D & Oluwatosin Victor Ajayi
Department of Curriculum and Teaching, Benue State University, PMB 102119, Makurdi, Nigeria
Email: princeadeajayijunior@gmail.com
Abstract
The research was on the effect of hands-on activities on achievement and retention of senior secondary
chemistry students in stoichiometry. A sample of 292 students from eight purposively selected secondary
schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study.
The study adopted quasi-experimental research design. The instrument used for data collection was
Stoichiometry Achievement Test (SAT) with the reliability value of 0.92 using Pearson Product Moment
Coefficient. Two research questions and two null hypotheses guided the study. The research questions were
answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of
significance using Analysis of Covariance (ANCOVA). The study revealed that students taught stoichiometry
using hands-on activities had significantly higher mean achievement scores than those taught using
demonstration method (F=555.374, P(0.0001<0.05) and students taught stoichiometry using hands-on
activities had significantly higher mean retention scores than those taught using demonstration method
(F=117.523, P(0.0001<0.05). It was recommended that since hands-on activities method was found to be an
effective method for improving students’ achievement and retention in stoichiometry; Chemistry teacher’s
trainee should be trained on the use of hands-on activities and serving teachers should be encourage to use it.
Key words: Effect, hands-on activities, achievement, retention, stoichiometry.
Introduction
The world as a global community lays much emphasis
on science and technology. The acquisition of science
and technology at all levels of education depends on
the teaching effectiveness measured in terms of the
knowledge of what to teach, how to teach it and when
to teach it (Archibong, 2009). Eriba (2007) describes
science and technology as basic tools for industrial and
national development. These if properly harnessed
could bring about economic and social happiness by
providing and improving the welfare of the citizenry.
One of the broad aims of secondary education in
Nigeria is rising up of generations of people who can
think for themselves, respect the views and feelings of
others, respect the dignity of labour,
appreciate those values specified under Nigeria’s broad
national goals and live as good citizens (FGN, 2008).
Chang (2010) describes Chemistry as a core
science subject needed as a pre-requisite to study any
science or technological related discipline such as
medicine, pharmacy, engineering, agriculture and all
other science professions. Chemistry is one of the basic
science subjects needed for sustainable development as
its knowledge is important in the manufacturing of
fertilizer, insecticides, food processing and storage,
management of our natural resources, provision of food
and health facilities as well as favourable living
environment and it provides a natural link between
home and school and the means through which
students understand the world around them and explore
the wider implications of science in relation to man.
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Josiah Ogbeba & Oluwatosin Victor Ajayi
Despite the importance of Chemistry to mankind and
the efforts of researchers to improve on its teaching and
learning, achievement of students in the subject
remains low in Nigeria. However, the West African
Examination Council (WAEC) Chief Examiners report
(2014/2015) on Chemistry result indicates that students
are weak in some physical Chemistry concepts in the
Senior Secondary School Certificate (SSCE) Chemistry
syllabus such as chemical reactions, Stoichiometry,
ionic equations, redox reactions and ionic theory. This
situation of fluctuation in achievement of students in
Chemistry have affected the education pursuits and
aborted the ambition of many candidates that aspired to
study professional courses. In this regard, Olorunyomi
(2013) noted that demonstration method is popular in
teaching SSCE physical Chemistry concept such as
Stoichiometry. The researcher adds that demonstration
method is teacher-centered as it does not involve the
learners enough participation. The author also added
that most Chemistry teachers adhere strictly to
demonstration method of teaching whereby only the
attention of the learners are invited towards the
activities demonstrated by the teacher and students are
not free to actively participate in such activities
demonstrated by the teacher.
The high rates of failure recorded by students
in private and public schools and colleges in Nigeria
have been a major concern to researchers.
Consequently, the low achievement in Chemistry in
external examinations such as Senior Secondary
Certificate Examination conducted by West Africa
Examination Council and National Examination
Council had been traced to the use of conventional
teaching method that does not put into consideration
the students’ activity in teaching and learning
processes. Chemistry being a core science subject is
expected to serve as a base for scientific and
technological knowledge that will enable the child to
fit into the scientifically and technologically
progressive society. A good number of students that
offer science and science related courses in higher
institutions are expected to pass Chemistry. Despite
this expectation, low achievement in Chemistry by
students appears to have persisted which is often
blamed on poor teaching methods adopted.
Poor method of teaching invariably translates
to students’ poor achievement and inability to retain
and to put into practice what is learnt in reality has
become a hydra-headed problem. In most cases what is
taught in classroom cannot be transferred to real life
situation by students. In this regard, it would be
pertinent that Chemistry teachers should acquire
appropriate methods that could equip them in
understanding principles and concepts for effective
learning outcomes specifically in Stoichiometry. Henry
(2007) describes Stoichiometry as an aspect of
Chemistry that deals with calculations about the
masses, or volume of reactants and products involved
in a chemical reaction. The nation’s quest for science
and technological advancement will become a mirage,
if effective modality is not put in place to incorporate
innovative methods that promote active learning and
considering the importance of chemistry in all round
development, there is needs to make sure that
chemistry is properly taught most especially the
difficult concepts such as stoichiometry using
innovative methods such as hands-on activities.
Tile (2013) describes hands-on activities as a
situation whereby a learner uses his/her hands in
carrying out activities that could enhance his/her
experiences. By implication, concrete activities
experiences are activities which involve doing using
apparatus or objects. These include weighting,
measuring, demonstrating, carrying out
tests/experiments and any other concrete activities that
could enhance students’ learning experience in such
concepts such as Stoichiometry. Abudullai (2013)
describes hands-on activities as a method of teaching
whereby students are engaged actively in class
activities with the use of their hands and intellect under
the guidance of the teacher. Therefore, this study
examined the effect of hands-on activities on
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ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
achievement and retention of senior secondary
chemistry students in Stoichiometry.
Research Questions
The following research questions were answered
in this study:
1. What is the difference in the mean achievement
scores between students taught Stoichiometry
using hands-on activities and those taught using
demonstration method?
2. What is the difference in the mean retention
scores between students taught Stoichiometry
using hands-on activities and those taught using
demonstration method?
Hypotheses
The following null hypotheses were tested at 0.05
level of significance:
1. There is no significant difference in the mean
achievement scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method.
2. There is no significant difference in the mean
retention scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method.
Methodology
The study used pre-test, post-test quasi
experimental design. The pre-test score constituted the
covariant of the post-test scores. In order to find out if
the knowledge gained was retained, the post-test was
reshuffled and administered as retention test to measure
the subjects on retention. The experimental group was
taught Stoichiometry using hands-on activities in line
with lessons procedure prepared by the researcher
while the control group was taught Stoichiometry using
the demonstration lesson notes.
The study area was zone C of Benue State,
Nigeria. The population of the study comprised all the
8,381 SSII students in the 136 granted aided schools.
292 students were purposively sampled from 8 of the
schools that had some basic facilities and equipment in
their laboratories. One instrument known as
Stoichiometry Achievement Test (SAT) was used to
collect data for this study.
SAT is a researcher made instrument that
contains two sections. Section A contains bio-data
information of the respondents, while section B
contains 30 objective items questions to which
respondents are expected to provide the correct answer
by filling in the gaps. SAT was validated by two
experts from science education from Benue State
University, Makurdi and one other from measurement
and evaluation from University of Agriculture,
Makurdi. Corrections and suggestions arising from
these experts were used to review the instrument before
it was used. Pearson product moment correlation
coefficient was used to obtain the SAT reliability,
which yielded a coefficient value of 0.92. Mean and
Standard Deviation Scores of the collected data were
used to answer the research questions while the null
hypotheses were tested at 0.05 level of significance
using Analysis of Covariance
Results
Presentations in this section are based on research
questions and hypotheses:
Research Question One
What is the difference in the mean
achievement scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method? The answer to
research question one is contained on Table 1. Table 1
revealed that, the overall mean difference between the
two groups was 7.76 in favour of the hands-on
activities group. It implies that the hands-on activities
group achieved higher than the demonstration method
group counterpart.
Research Question Two
What is the difference in the mean retention
scores between students taught Stoichiometry using
hands-on activities and those taught using
demonstration method? The answer to research
question two is presented on Table 2. The results on
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Josiah Ogbeba & Oluwatosin Victor Ajayi
Table 2 revealed that, the overall mean difference
between the two groups was 10.03 in favour of the
hands-on activities group. It implies that the hands-on
activities group had higher retention capacity than the
demonstration method group.
Hypothesis One
There is no significant difference in the mean
achievement scores between students taught
stoichiometry using hands-on activities and those
taught using discussion method. ANCOVA Tests result
on Table 3 reveals that there is a significant difference
between hands-on activities and demonstration
methods of teaching in favour of hands-on activities
F(1,291)=555.374, P(0.0001<0.05). The null
hypothesis is therefore rejected. This implies that
hands-on activities method is significantly more
effective than demonstration method in achievement of
students in Stoichiometry.
Hypothesis Two
There is no significant difference in the mean
retention scores between students taught stoichiometry
using hands-on activities and those taught using
discussion method. ANCOVA Tests result in Table 4
reveals that there is significant difference in the mean
retention scores between the students taught
Stoichiometry using hands-on activities and those
taught with demonstration method in favour of hands-
on activities F(1,291)=117.523, P(0.0001<0.05). The
null hypothesis is therefore rejected. This means that
hands-on activities significantly enhanced students’
retention in Stoichiometry compared with
demonstration method.
Table 1: Mean Achievement and Standard Deviation Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method.
Group N PRE-TEST POST-TEST
Mean Gain
Hands-on Activities 146 10.79 1.42 24.18 1.86 13.39
Demonstration 146 10.72 1.39 16.35 2.27 5.63
Mean difference 0.07 7.83 7.76
Table 2: Mean Retention and Standard Deviation Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method.
Group N PRE-TEST RETENTION-TEST
Mean Gain
Hands-on Activities 146 10.79 1.42 24.33 1.77 13.54
Demonstration 146 10.72 1.39 14.23 2.32 3.51
Mean difference 0.07 10.10 10.03
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ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
Table 3: ANCOVA Tests for Mean Achievement Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method
Source Type III sum Mean Square F Sig
of square
Corrected model 1700.332a 2 425.083 135.821 .000
Intercept 1792.021 1 1792.021 572.581 .000
Pre-test 297.305 1 297.305 56.184 .000
Method 1634.888 1 1634.888 555.374 .000
Error 901.361 289 3.130
Total 109366.000 292
Corrected Total 2601.693 291
a. R squared = .654 (Adjusted R Squared= .649)
Table 4: ANCOVA Tests for Mean Retention Scores of Students taught Stoichiometry using Hands-on Activities
and Demonstration Method
Source Type III sum Mean Square F Sig
of square
Corrected model 3668.557a 2 917.139 304.742 .000
Intercept 1694.134 1 1694.134 562.912 .000
Pre-test 202.482 1 202.482 51.825 .000
Method 3536.532 1 3536.532 117.523 .000
Error 866.754 289 3.010
Total 102150.000 292
Corrected Total 4535.311 291
a. R squared = .806 (Adjusted R Squared= .803)
Discussion
The findings of this study revealed that students taught
Stoichiometry using hands-on activities achieved
higher than their counterparts taught using
demonstration method. This implies there is a
significant difference in the mean achievement scores
between students taught stoichiometry using hands-on
activities and those taught using discussion method.
This finding agrees with Martin (2011) and Mishira
and Yadav (2013) who found that students achieved
higher when exposed to hands-on activities than their
counterparts that were exposed to traditional method in
integrated science and elementary science respectively.
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ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
The likely explanation for this outcome may be
connected to the fact that the hands-on activities helped
the learner to possess a meaningful in-depth knowledge
of the content area when compared to the
demonstration method.
It was also found that students exposed to
hands-on activities have higher retention capacity than
their counterpart that was exposed to demonstration
method. This implies there is a significant difference in
the mean retention scores between students taught
stoichiometry using hands-on activities and those
taught using discussion method. This finding agrees
with Ali (2012) who found that students have higher
retention capacity when they are actively engaged in
solving problems through hands-on activities than
when they become passive learners as obtained in the
use of traditional method. The likely explanation for
this outcome may also be connected to the fact that the
use of hands-on activities in science teaching orient
students towards reflecting on, interpreting and
searching for solutions to the problems themselves
when compared to the demonstration method.
Therefore, this implies that hands-on activities method
is a function of retention as it serves as a preservative
factor of mind.
Conclusion and Recommendation
It is evident from the findings of this study
that the use of hands-on activities enhanced students’
achievement and retention in Stoichiometry than the
use of demonstration method. Based on the conclusion,
the following recommendations are advised:
Chemistry teacher’s trainee should be trained on
the application of hands-on activities. Serving teachers
should employ the use of hands-on activities in
teaching to enhance students’ achievement and
retention in Stoichiometry. Hands-on activities require
that, there should be standard laboratory and sufficient
instructional materials. Schools should provide good
laboratory, sufficient instructional materials for
students to carry out necessary activities in
Stoichiometry through hands-on activities.
References
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use of hand-on laboratory methods in
teaching. International Journal of Education,
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Ali, T.N. (2012). Impacts of hands-on activity-based
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University, Ondo State University.
Archibong, A.U. (2009). The relative effectiveness of
student-centered activity-based approach and
lecture method on the cognitive achievements
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Chang, R. (2010). Fundamental Chemistry, 6th ed.
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Eriba, J.O. (2007). Science, Technology and
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