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Sky Journal of Educational Research
Sky Journal of Educational Research Vol. 5(5), pp. 053 – 059, October, 2017
Available online http://www.skyjournals.org/SJER
ISSN 2354-4406 ©2017 Sky Journals
Full Length Research Paper
Effect of gender on students’ interest in standard
mixture separation techniques using ethnochemistry
teaching approach
Oluwatosin Victor Ajayi1*, Terver Samuel Agamber2 and Terfa Michael Angura1
1Department of Curriculum and Teaching, Benue State University, Makurdi, Nigeria.
2Department of Biology, College of Education, Oju, Benue State, Nigeria.
Accepted 26 October, 2017
In this study, the effect of gender on students’ interest in standard mixture separation techniques using
ethnochemistry teaching approach was investigated. A sample of 198 students from six purposively selected
secondary schools out of a population of 3,706 Senior Secondary I students from Ohaozara Local Government
Area of Ebonyi State, Nigeria was used for the study. The study adopted non-equivalent quasi-experimental
research design. The instrument used for data collection was Separation Techniques Interest Inventory (STII)
with the reliability value of 0.84 using Kuder-Richardson (KR-21). 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.The study
revealed that there is no significant difference in the mean interest scores between male and female students
taught standard mixture separation techniques using ethnochemistry approach; [F(1,97) = 6.300, P>0.050]. It
also found no significant interaction effect between methods and gender on the mean interest scores of
students in standard mixture separation techniques; [F(1,197) =0.318, P>0.050]. It was recommended that both
male and female students should be involved in ethnochemistry and chemistry curriculum should be
restructured to reflect Nigerian culture (indigenous chemistry practices) in order to enhance both male and
female students’ interest.
Key words: Ethnochemistry, gender, interest, standard mixture separation techniques.
INTRODUCTION
Chemistry is the scientific study of the composition,
structure, properties, and reactions of matter. The
importance and value of chemistry in the social and
economic sphere of any nation is immense and Nigeria is
not an exception. Chemistry is a broad scientific subject
and its relevance is seen in almost every aspect of
society including medicine, food security and agriculture,
science and technology, cooking, and environmental
issues. Chemistry enables students to understand what
*Corresponding author. E-mail: drvictorajayi@gmail.com.
happens in the world they live in and how it contributes to
the quality of life on our planet (Ware, 2001). Due to its
importance, the teaching of chemistry should be done in
such a manner that students would have deep
understanding and interest for it. In this regard, if
chemistry is properly taught using effective methods or
approaches, chemistry could arouse students’ interest
and provide the nation with valuable development, which
is required for the achievement of both personal and
national goals. Interest is describes the qualities that
arouse concern or curiosity that holds a child’s attention
on an object (Ayuba, 2015).
According to Adeyemi (2013), students’ interest in
54 Sky. J. Educ. Res.
chemistry is jeopardized by the teachers’ authoritarian
and introverted methods to teaching. These methods
such as lecture and discussion methods reduce
chemistry to a series of stories written on the chalkboard
that have little no meaning to the students. In this regard,
the scholar advocates the use of innovative approaches
as a way of getting students interested in chemistry.
There is need therefore to teach chemistry in an inspiring
manner in order to achieve meaningful learning. Interest
is an important variable in learning because when one
becomes interested in an activity one is likely to be
deeply involved and inspired to learn. A recent research
carried out by Olorundare (2014), to find out causes of
poor achievement in senior secondary certificate
examination in their chemistry examination shows that
most of the students doing chemistry have very little or no
interest in the subject.
The researcher further added that, for decades now,
teachers, parents, government and the general public
have been perplexed and disturbed immensely by the
lack of students interest in chemistry. This is because
chemistry introduced in our system is foreign and euro-
centric in origin, and built on western cultural background
and it has no meaning to students because it seems
unreal. Therefore, they resorted to learning by rote
memorization, which resulted in consistent poor
achievement. A meta-analysis of the causes of students’
lack of interest in chemistry by Ajayi (2017) suggested
that lack of students’interest in chemistry may be
attributed to the use of conventional teaching methods
such as lecture, discussion and demonstration methods
that does not consider the students’ culture, environment,
background, and experience in teaching and learning
processes. However, there have been ongoing
endeavours to explore and implement several possible
interventions to improve students’ interest in chemistry.
One of such interventions is to teach the subject
beginning from what the student already knows. This
brings about meaningful learning (Gregory and Mayer,
2002). The inclusion of knowledge related to
ethnochemistry practices may instill a sense of ownership
about the concept and remove improve students interest’
in chemistry. In this regard, ethnochemistry may help to
sequence teaching/learning processes through previous
knowledge of the culture, so as to offer the opportunity for
learners to know more about reality, culture, society and
themselves.
Ethno encompasses identifiable cultural groups such
as national tribal societies, labour groups, ideologies,
daily practices and specific way of reasoning and
inferring. Indra and Bitwell (2016) opine that
ethnochemistry are the various chemically related cultural
and community practices. Ethnochemistry is the study of
chemistry practices of specific cultural groups in the
course of dealing with their environmental problems and
activities using their own ideologies. In this regard,
ethnochemistry teaching approach can be describe as a
means of organizing chemistry instruction based on
diverse cultural context. Ethnochemistry approach to
chemistry curriculum is an approach that draws on
traditional culture while focusing attention on the
chemistry needed by the learners in an integrated
society. In other words, ethnochemistry teaching
approach is an approach adopted by the teacher in the
process of teaching chemistry through the use of
learners’ “culture” background, in understanding,
explaining and managing situations and activities arising
in their own environment.
In this regard, the aim of ethnochemistry approach in
this study is to use already existing familiar mixture
separation techniques activities in the learners’ culture,
environment, background, reasoning and experiences,
integrated with foreign-centric standard mixture
separation techniques to help them develop skills to
improve their level of standard mixture separation
techniques functioning in a wide range of standard
mixture separation techniques with the goal of improving
their interest in such concepts. According to Kurumeh
and Opara (2008) ethno method of teaching involves
situating learning and problem solving in real life contexts
where the environment is very rich in information with
physical materials that serve as a source of manipulative
and interactive processes; Students are made to link the
past to the present so as to build the future; The teacher
then explores the cultural experiences of the learners
based on the initial experiences to teach the present
school (academic) and relate new learning to their
environmental usefulness.
Many students and teachers experience chemistry as a
rather strange subject, imported from outside Africa
(Indra and Bitwell, 2016). In order to overcome this
psychological and cultural blockage to the learning and
development of chemistry, ethnochemistry practices may
be incorporated into chemistry lessons in order to
improve students’ interest in chemistry. Incorporating
ethnochemistry in chemistry instruction may enable
students to see chemistry as a familiar subject, and not
one that is strange and imported strange from outside
Africa. Indeed, these indigenous chemically related
practices may be used to make the unfamiliar chemistry
content familiar to students. For instance, mixture
separation phases of brine in traditional production of
table salt (sodium chloride) may be used when teaching
standard mixture separation techniques such as filtration,
or decantation. Furthermore, the traditional practice of
blacksmithing can be used when teaching extraction of
iron in the blast furnace.
Standard mixture separation technique is a scientific
process or method to achieve any phenomenon that
converts a mixture of chemical substance into two or
more distinct product mixtures, which may be referred to
as mixture, at least one of which is enriched in one or
more of the mixture’s constituents (Wilson and Adlard,
2005). The scholars further explained that, in some
cases, a separation may fully divide the mixture into its
pure constituents. Separations are carried out based on
difference in chemical properties such as size, shape,
mass, or chemical affinity between the constituents of a
mixture, and are often classified according to the
particular differences they use to achieve separation.
Mustafa (2015) explains that, the method used to
separate mixtures depends upon the type of mixture. The
author further outlines types of standard mixture
separation techniques such as extraction, filtration,
decantation, evaporation, sublimation, simple and
fractional distillation, crystallization, and chromatography
among others. The study incorporated the
ethnochemistry knowledge relevant to different types or
methods of standard mixture separation technique
concepts such as filtration, distillation, evaporation,
extraction and sedimentation/decantation in chemistry
lessons.
Gender inequality in science education has remained a
perennial problem of global scope. The term gender is
used to indicate the distinction between human beings
based on masculinity and femininity in relation to their
expected roles in the society. Gipps [10] defines gender
as the expectation a society has formed about someone
simply because the person is a man or woman. By
implication, gender is ascribed to an attitude that
differentiates feminine from masculine in interest due to
gender inequality which has caused a lot of concern to
educationalists. In this regard, the differences between
boys and girls in relation to students’ interest in chemistry
have received a lot of attention in recent years. Some
studies indicate that boys have higher interest than girls
(Esan, 2004), either no difference (Tile, 2013; Ajayi,
2017) or girls have higher interest than boys (Bajah,
2007; Lakshmi, 2015; Ajiboye, 2015). Studies on gender
differences in chemistry interest continue to yield
inconsistent results and these have usually been
attributed to unequal exposure of boys and girls to
learning instructions relevant to chemistry learning. It is
on this note, the study examined effect of gender on
senior secondary chemistry students’ interest in standard
mixture separation techniques using ethnochemistry
teaching approaches in Ohaozara Local Government
Area of Ebonyi State as a study area. Specifically, the
purpose of the study was to;
i.) Determined the difference in effect of ethnochemistry
approach between male and female students’ interest in
standard mixture separation techniques.
ii.) Ascertained the interaction effect between methods
and gender on students’ interest in standard mixture
separation techniques.
Research Questions
The following research questions guided this study:
Ajayi et al. 55
1.
2.
3.
4. What is the difference in the mean interest scores
between male and female students taught standard
mixture separation techniques using ethnochemistry
teaching approach?
5. What is the interaction effect between methods and
genders on students’ mean interest scores in standard
mixture separation techniques?
Hypotheses
The following null hypotheses were tested:
i.) There is no significant difference in the mean interest
scores between male and female students taught
standard mixture separation techniques using
ethnochemistry approach.
ii.) There is no significant interaction effect between
methods and gender on the mean interest scores of
students in standard mixture separation techniques.
Ethnochemistry and its practical application in
standard mixture separation techniques
Viewed from all perspectives ethnochemistry is rooted
from ethnoscience. According to Atran 1991,
ethnoscience looks at culture with a scientific
perspective. The scholar further added that ethnoscience
refers to knowledge that is indigenous to a particular
culture. Ethnoscience is concerned with natural objects
and events that may have potentially the same branches
as the western science, therefore, one may speak of
ethnophysics, ethnobiology, ethnochemistry,
ethnozoology, ethnomedicine and so on. As earlier
remarked, an ethnochemistry teaching approach is
described as means of organizing chemistry instruction
based on diverse cultural contexts. In the present study,
traditional or ethno knowledge of salt making processes
relevant to standard mixture separation techniques
concepts such as extraction, filtration, sedimentation,
decantation and evaporation in chemistry lessons are
particularly employed in Ebonyi State as it is the second
largest small-scale salt producing area in Nigeria. Small-
scale salt production in Uburu and Okposi Okwu districts
in Ohaozara Local Government Area of Ebonyi State has
continued for over 40 decades [16].
Uburu district consists of fourteen villiages namely;
Amaenu, Amegu, Ihenu, Mgbom, Obiozara, Ogwu,
Ubuaba, Umuagwu-Oke, Umuaneketa, Umuanum,
Umuchima, Umuobuma, Umuodu-Igbo and Urobo.
Okoposi district consist of ten villiages namely; Amechi,
AmeluAgu, Amenu, Anaeko/Mebiokpa, Mebiowa,
Mgbom/Achara, Okposi Okwu, Umuekma, Umuka, and
Umunuka. Ugwu-Langwu district consist of ten villiages
namely; Amaegudu, Amelu, Amenu, Anata, Mgbom,
Ohachara, Ufuezeraku, Ufuovoke, Umuifere, and
Umuigboke. Akaeze district consist of four villiages
56 Sky. J. Educ. Res.
namely; Akaeze Ukwu, Ihenta, Lijioji, and Umuobor,
while, Ishiagu district consist of sixteen villiages namely;
Afikpo road, Amaeke, Amaeze, Amagu, Amaokwe,
Amata, Eziato, Ihiali, Ihie, Ihietutu, Nguogwo, Nzerem,
Obinagu, Ogwor and Okue
Uburu and Okposi Okwu people in Ebonyi State are
very rich in culture and tradition. The traditional
occupation of the Uburu and Okposi Okwu people is salt
production. Salt or table salt, is a crystalline mineral that
is primarily composed sodium chloride (NaCl). It is
essential for animal life in small quantities, but is harmful
to animals and plants in excess. Salt is one of the oldest,
most ubiquitous food seasonings and salting is an
important method of food preservation. Like all other
people in the world, Uburu and Okposi Okwu people
have their indigenous and native process or method with
which they carry out their day to day salt production
activities. Meanwhile, scientifically, salt making process
from brine involves a series of mixture separation
phrases.
As earlier remarked, the main occupation of Uburu and
Okposi Okwu people is salt production. Therefore, their
traditional mixture separation technique practices evolved
in their quest to produce salt from the brine (Brine is
water containing a high concentration of salt). The people
of Ebonyi State of Nigeria especially Uburu and Okposi
Okwu people in Ohaozara Local Government Area
mainly have very rich cultural practices that could be
used to advantage to teach standard mixture separation
techniques in Chemistry. Consequently, how they
produce their salt is interesting. Meanwhile, note that no
matter how crude the method, salt preparation is not a
craft but a scientific process. In this regard, the making
process from brine scientifically involves series of
standard mixture separation phrases such as extraction,
filtration, decantation, evaporation, sublimation, among
other phases.
Let us consider their traditional salt production process.
The people especially women begin salt production by
securing a piece of land (salt plot) and leveling it, after
which they provide big earthen pots which may be six or
more depending on their ability. The pots are arranged in
a straight line and supported with big stones, which raise
the pots completely from the ground. With wet clay soil,
the stones are held together and in place. These large
pots in a line are called by Uburu people “Ofufu” (Ofufu is
a pot perforated at a base) behind the “Ofufu” is mounted
another pot larger than Ofufu. The larger pot is called
“Onini” which has different function from “Ofufu”. The
larger pot behind the Ofufu is meant for storing brine to
be used in Ofufu when necessary.
The actual salt production starts with the collection of
‘salty earth’ from the water-bed of the lake using a flat
metal called “atakpa” (that process is extraction: a
separation technique used to separate a desired
substance from a natural source). Thereafter, the big pots
(ofufu) are filled with earth until it gets to the brim. The
water and the earth in the big pots (ofufu) are allowed to
knead properly by leaving them over night with the small
perforations at the bottom of the Ofufu which is still
blocked. In the morning, the perforations at the bottom of
the Ofufu are opened (irufu eja) to allow the filtrate to
drain into the earthen conical dish beneath the “Ofufu-nja
ugbani” (that process is extraction: a separation
technique used to separate heterogeneous mixtures
composed of solids and liquids. The technique uses a
porous barrier to separate the solid from the liquid).
Sometimes they use “alum” to affect sedimentation of dirt
before pouring off the upper liquid layer (that process is
decantation is a separation technique used to separate a
liquid from an insoluble solid). Then the filtrate in the “nja
ugbani” is collected and taken home for boiling to get salt
(that process is evaporation: In this separation method,
the mixture is heated, when the mixture has completely
evaporated, no water is left behind. The solid salt left
behind is the residue).
Research design and procedure
The study used pre-test, post-test non-equivalent quasi
experimental design. The design was considered
appropriate because intact classes were used. The study
area was Ohaozara Local Government Area of Ebonyi
State, Nigeria. The population of the study comprised all
the 3,706 SSI students in the 37 government approved
secondary schools. One hundred and five (105) male and
93 female students were purposively sampled from 6
schools that had some basic facilities and equipment in
their laboratories. The experimental group was taught
standard mixture separation techniques using
ethnochemistry in line with lessons procedures prepared
by the researcher while the control group was taught
standard mixture separation techniques using the
discussion lesson notes.
An instrument known as Separation Techniques
Interest Inventory (STII) was developed by the
researchers and validated by three experts from the
science education unit and one expert from the
measurement and evaluation unit from Benue State
University, Makurdi was used to collect the data. STII
contained two sections. Section “A” contained
demographic information of the respondents, while
section “B” contained a 30-item questionnaire that as
intended to help students express their interest toward
standard mixture separation techniques. Each of the
items is a 5-point Likert-rating scale with 5 response
options. The options are Strongly Agree (SA), Agree (A),
Undecided (U), Disagree (D) and Strongly Disagree (SD).
STII was administered twice as pre-test and post-test
though reshuffled. The reason for Pre-STII and Post-STII
was to ascertain students’ interest before and after
treatment. Kuder-Richardson (KR-21) was used to obtain
the STII reliability, which yielded a coefficient value of
Ajayi et al. 57
Table 1. Mean interest and standard deviation scores of male and female students taught standard
mixture separation techniques using ethnochemistry teaching approach.
Ethnochemistry
Group
N
PRE-STII
POST-STII
Mean Gain
Male
51
12.10
1.40
30.07
6.77
17.97
Female
47
12.19
1.34
31.18
5.91
18.99
Mean difference
0.09
1.11
1.02
Table 2. Mean and standard deviation scores of interaction
effect between methods and gender on students’ interest in
standard mixture separation techniques.
Gender
Approach
N
POST-STII
Male
Ethnochemistry
51
30.07
6.77
Discussion
54
21.29
4.99
Female
Ethnochemistry
47
31.18
5.91
Discussion
46
20.47
4.73
0.84. 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
RESULTS
Research question one
What is the difference in the mean interest scores
between male and female students taught standard
mixture separation techniques using ethnochemistry
approach? The answer to research question one is
contained in Table 1.
Table 1 revealed that the mean interest difference of
both gender as 1.02. This difference, though small is in
favour of the female students. This implies that female
students gained slightly higher interest than their male
counterparts in standard mixture separation techniques
using ethnochemistry teaching approach.
Research question two
What is the interaction effect between methods and
gender on students mean interest scores in standard
mixture separation techniques? The answer to research
question two is presented in Table 2.
The results in Table 2 revealed that, the mean interest
scores of male students taught standard mixture
separation techniques using ethnochemistry approach
than discussion method are 30.07 and 21.29 respectively
while the mean interest scores of female students taught
standard mixture separation techniques using
ethnochemistry approach and discussion method are
31.18 and 20.47 respectively. This shows that
ethnochemistry teaching approach is superior to
discussion method in enhancing both male and female
students’ interest in standard mixture separation
techniques.
Hypothesis one
There is no significant difference in the mean interest
scores between male and female students taught
standard mixture separation techniques using
ethnochemistry teaching approach. The answer to
hypothesis one is presented in Table 3.
ANCOVA Test results in Table 3 reveal that there is no
significant difference between the mean interest of male
and female students taught standard mixture separation
techniques using ethnochemistry teaching approach
(F(1,97) = 6.300, P>0.050). The null hypothesis is
therefore not rejected. This implies that ethnochemistry
enhanced both male and female students’ interest in
standard mixture separation techniques.
Hypothesis two
There is no significant interaction effect between methods
and gender on the mean interest scores of students in
standard mixture separation techniques. The answer to
hypothesis two is presented in Table 4.
ANCOVA results in Table 4 revealed that the
interaction effect between methods and gender on the
mean interest scores of students in standard mixture
separation techniques is not significant (F(1,197) = 0.318,
58 Sky. J. Educ. Res.
Table 3. ANCOVA test for mean interest scores of male and female students taught
standard mixture separation techniques using ethnochemistry approach.
Source
Type III sum
of square
Mean Square
F
Sig
Corrected model
2914.807a
2
987.017
222.008
0.000
Intercept
2035.005
1
2035.005
260.095
0.000
Pre-test
211.098
1
211.098
67.876
0.000
Gender
55.003
1
55.003
6.300
0.221
Error
728.144
95
11.021
Total
80003.060
98
Corrected Total
572.578
97
a. R squared = .827 (Adjusted R Squared= .815).
Table 4. ANCOVA tests for interaction effect between methods and gender on students’
interest in standard mixture separation techniques.
Source
Type III sum
of square
Mean Square
F
Sig
Corrected model
1061.191a
2
429.977
72.105
.000
Intercept
1921.171
1
1921.171
43.015
.000
Pre-test
201.001
1
201.001
87.007
.000
Methods*Gender
.122
1
.122
.318
.511
Error
642.001
195
10.111
Total
539004.100
198
Corrected Total
2806.280
197
a. R squared = .409 (Adjusted R Squared= .517).
P > 0.050). The null hypothesis is therefore not rejected.
This implies that there is no need for separation of
instructional method for male and female students since
ethnochemistry teaching approach can successfully be
used to enhance the interest of the two groups.
Discussion of findings
The study examined the effect of gender on senior
secondary I chemistry students’ interest in standard
mixture separation techniques using ethnochemistry
teaching approach. The findings of this study revealed
that female students gained slightly higher interest scores
than their male counterparts using ethnochemistry
approach. The likely explanation for this slight difference
may be connected to the fact that traditional salt making
process in the study area is usually carried out by the
female. Meanwhile, ANCOVA test shows that the
difference was not significant. Generally speaking, the
likely explanation for this outcome may be connected to
the fact that ethnochemistry teaching approach helped
the learners to integrate or link their cultural background
of the study and their immediate environment with the
scientific way of learning standard mixture separation
techniques when compared to discussion method. This
finding is in agreement with Achor et al. (2009) who
reported that students exposed to ethnomathematics
teaching approach were superior in achievement and
retention compared to those exposed to conventional
teaching methods. In the same vein, the finding is also in
agreement with Ajayi and Ogbeba (2017) who found no
gender disparity in students’ achievement in
stoichiometry using hands-on activities. However, this
finding contradicts the finding of Ajiboye [5] who found
gender disparity in students’ interest in favour of females
in basic science and technology. Based on this finding,
interest in standard mixture separation techniques is
therefore not dependent on gender. This means that the
age long disparity in chemistry specifically in standard
mixture separation techniques between male and female
students can be laid to rest with the use of
ethnochemistry teaching approach. The finding of this
study also revealed that there is no significant interaction
effect between methods and gender on mean interest
scores of students in standard mixture separation
techniques. It shows that ethnochemistry teaching
approach is superior to the discussion method
irrespective of gender in fostering students’ interest. In
this case, there is no need for separation of instructional
method for males and females since ethnochemistry
approach can be used successfully for the two groups.
Conclusion
No gender disparity exists in the interest of male and
female chemistry students taught standard mixture
separation techniques using ethnochemistry teaching
approach. This implies that incorporating ethnochemistry
practices in teaching chemistry significantly enhanced
secondary school students’ interest towards standard
mixture separation technique. Therefore, ethnochemistry
approach is very rewarding for students’ in-terms of
interest regardless of their gender.
Recommendations
i.) Ethnochemistry teaching approach is not gender
sensitive; therefore, both male and female students
should be involved in ethnochemistry to enhance their
interest in chemistry concepts specifically standard
mixture separation techniques.
ii.) Ministry of Education and professional bodies such as
the Association of Science Educators (ASE), Teacher
Registration Council of Nigeria (TRCN) and Science
Teachers Association of Nigeria (STAN) should organise
conferences or seminars and workshops to popularize
and sensitize chemistry teachers on the integration of
ethnochemistry knowledge in teaching standard mixture
separation techniques and chemistry curriculum should
be restructured to reflect Nigerian culture (indigenous
chemistry practices) in order to enhance both male and
female students’ interest.
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