EFFECT OF CONTEXT-BASED TEACHING STRATEGY ON SENIOR SECONDARY STUDENTS’ ACHIEVMENT IN PHYSICAL CHEMISTRY

Abstract

The study was designed  to  investigate  the effect of context-based teaching  strategy  on  senior  secondary  students’  achievement  in physical chemistry. Five research questions were answered and five null hypotheses were formulated and tested at the 0.05 level of significance. A quasi experimental (the non-equivalent pre-test control group) design was adopted for the study. 451 SSII chemistry students selected  from  four secondary schools  in Agbani Education  Zone of Enugu State were used for the study. Stratified random sampling technique was used in the selection and classification of the population into  the  experimental  (treatment)  and  control  groups.  Thus,  four single-sex schools were used for the study. The two schools one male and  one  female  were  selected  from  each  of  the  urban  and  rural locations  respectively.  230  and  221  students  were  selected  and classified into experimental and control groups in the urban and rural schools  respectively.  Experimental  group  consisted  of  five  intact classes while the control group consisted of five intact classes of male and female students which were randomly selected by balloting from the schools with more than six arms of SSII students. Only one instrument,  which  was constructed  by the researcher,  the Physical Chemistry Achievement Test (PCAT), was employed in the data collection. The instrument was validated and its reliability coefficient established was 0.56. The PCAT instrument was administered as 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, among others that context-based teaching strategy was significantly better than the expository method in enhancing students’ transfer achievement in chemistry.  Based  teaching  strategy  be  adopted  in  teaching  and learning of physical chemistry in the secondary and tertiary levels of the educational system. It was also recommended that seminars, workshops and conferences should be mounted by professional bodies Federal and State Ministries of Educations on the use of context-based teaching strategy. This will enable the chemistry educators, serving teachers, students and all to benefit from the approach.

INTRODUCTION

CHAPTER ONE

Background of the Study:

Science and technology have permeated every aspect of human endeavour and assumed eminent position in Nigeria education system. The emphasis is evidently in response to the acclaimed assertion that science and technology education are indispensable to the nation’s development. This section of education should be geared towards the technical and manpower needs of the country (Abdullahi, 1995; Isyaku, 1997).

Iwuozor (2000) observed that science is an area of learning, which enhances a  nation’s  development  and  progress  especially  in  the  era  of automation by virtue of its numerous values to humanity. The implication is that the technological progress of any country is predicted on a sound science education. To this extent, a country’s development, be it economic, social or political can be taken as a function of the advances she is able to record in science and technology.

Erinosho (2004) further opined that science is basically about becoming aware, exploring, understanding, and personal exploration of the environment. This implies that science teaching in schools should enable learners acquire deep understanding of science so as to enhance transfer of knowledge to daily life challenges. Apart from the government’s efforts, other agencies like the Science Teacher’s Association of Nigeria (STAN), Comparative  Education  and  Study  Adaptation Centre (CESAC), National

Education Research Development Council (NERDC) and others are not left out in the race of promoting science education in Nigeria. For instance, STAN in collaboration with CESAC came together in 1968 and formed committees, which were charged with the responsibilities of developing new science curricula (Abdulahi, 1982). The products of these committees’ efforts led to the emergence of such process-oriented curricula that emphasize the teaching  and  learning  of  science  processes  as  the  Nigerian  Integrated Science Project (NISP), Nigerian  Primary Science Project (NPSP) and the Nigerian Secondary School Science Project (NSSSP). The NSSSP is a curriculum in biology, chemistry and physics. CESAC also developed the Nigerian  Secondary  School’s  Mathematics  Project  (NSSMP),  which  was meant to eliminate the existing defects in mathematics curriculum.

All branches of science have important contributions to make in Nigeria’s technological advancement; one of such science subjects is chemistry. Aniodoh, (2001) observed that the importance of chemistry can be  felt  in  almost  all  sphere  of  our  national  life.  Chemistry  provides theoretical bases for the synthesis of drugs which are used in medicine, manufacture of paints, cosmetics, textiles, shoes, plastics, soaps, and detergents. Worthy of note is the application of chemical principles in the petrochemical industries especially in the refining of petroleum by fractional distillation.  The  products  of  fractional  distillation  which  include  petrol, diesel, kerosene, gases and bitumen serve various industrial and domestic uses.

In the area of feeding, according to Ababio (2010) chemistry has provided human beings with fertilizers and insecticides that have helped to increase food production greatly. Chemical processes are designed especially to measure and store food for long period, so that it can be exported to distant  countries and  made  available  to more people. Man-made textile fibres,  produced  as a result  of  intensive chemical research, have made available a wide range of clothing materials, which can be bought cheaply.

In the area of housing, many high-rise buildings are being constructed to  overcome  the  present  need  for  housing,  especially  in  cities.  Such buildings need materials like cement, concrete, steel, bricks and tiles which are produced by chemical industries. The mechanical properties of these materials are as a result of chemical research. Chemistry has helped in transportation system where modern transportation is an essential feature of today’s world. This rapid development from carts pulled by animals to the latest aircraft was made possible by chemists producing suitable fuels and structural materials like alloys which are light, strong and heat resistant (Ababio, 2010).

In Nigeria, the government in recognition of the great importance of chemistry to the development of Nigeria has continued to put in much effort in order to promote chemistry education. Hence, the chemistry curriculum (FME, 2004), was launched with a view to:

(a)      facilitating  a  transition  in  the  use  of  scientific  concepts  and techniques acquired in integrated science to chemistry;

(b)      providing the students with basic knowledge in chemical concepts and         principles   through   efficient   selection   of   contents   and sequencing;

(c)     showing chemistry in its inter-relationship with other subjects;

(d)      showing chemistry and its link with industry, everyday life, benefits and hazards; and

(e)      providing a course, which is complete for students not proceeding to higher education which it is at the same time a reasonably adequate foundation for a post-secondary chemistry course.

The achievement of the above stated objectives can only be feasible if the teachers are actively involved in the adoption of appropriate instructional approaches that will enhance students’ achievement in chemistry, the development of good study habits by the students, provision of satisfactory classroom learning environment in school and adequate use of instructional materials.

In spite of the great importance of chemistry in our national development and the efforts being made by government, researchers, chemists, chemistry educators, Science Teacher’s Association of Nigeria (STAN)  and  other  agencies  in  promoting  achievement  in  the  subject, students’ achievement has been poor and unsatisfactory year after year (Ogbonna 2003). Research findings over the years have consistently shown that students’ achievement in various aspects of chemistry (Egbo, 2005; Ogbu, 2005; Ugwu, 2009 and Oluba, 2010) is very poor. For example, Egbo (2005) showed that science students’ achievement in Senior Secondary Certificate   Examination   in   chemistry   in   May/June   2000-2004   was

unsatisfactory. On the other hand, Ugwu (2009) reported that students’ achievement in chemistry practical especially the qualitative analysis aspect was very poor. Of 116, 526 candidates that sat for chemistry in the Senior Secondary  School  Certificate  Examination  (SSCE)  conducted  by  West African Examination Council (WAEC, 2008) only 12, 117 (10.40%) passed at credit level. The observed students’ poor achievement seems to be more critical on physical chemistry. Iyida, Ugwoke, and Umeh (1989), Onwu (1993), Ogbonnia (1999) and Eze (2002) have independently shown that kinetic theory, radioactivity, and thermodynamics, all of which are aspects of  physical  chemistry  are  difficult  for  students  to  learn.  Furthermore, Sozbilir (2004) confirmed that many teachers of physical chemistry believe that their students find this sub-discipline of chemistry to be difficult to learn, while Patron (1997) earlier observed that physical chemistry is perceived by students as a difficult course.

This poor state of chemistry education in Nigeria is giving a lot of concern  to  chemists,  chemistry  educators,  students,  researchers  and parents in particular (Akinyele, 1997; Akalonu, 1998; Eze, 2000; and Ogbu,

2005). The trends in students’ achievement in chemistry has led to a general low enrolment in all academic disciplines for which chemistry is required for admission at the tertiary level of Nigeria education (Njoku, 2004). For example, Njoku (2009) observes that the teaching of chemistry in Nigeria secondary schools needs to be totally overhauled and refocused if progress is to be made in science and technology education.

Achievement on the other hand is synonymous to success (Encarta  – on-line  Dictionary,  2005).  To this  point, achievement is something that

somebody has succeeded in doing, usually with effort. It implies the act or process of finishing something successfully. Success then, in the area of academics is what is referred to as academic achievement, usually assessed with achievement tests. Schnitzer (2005) defined achievement tests as tests designed to assess current performance in an academic area.

One of the reasons adduced for student’s conceptual difficulty and subsequent poor achievement in certain areas of the SSC physical chemistry is its method of teaching, which most of the students find uninteresting (Ezeh, 1992; Eze, 2002).

Poor teaching methods have been predominantly in use for a long time in the teaching of Chemistry (Ezeudu, 1995; and Nworgu, 1997). These are traditionally based lecture and expository methods. These methods are said to be didactic, stereotyped, dull and therefore not result oriented (Ezeudu,

1995; and Nworgu, 1997). Some of such methods as demonstration, guided inquiry, discovery method could be result oriented but have been reported to have made students fail to see the inter-dependent relationship that exist between academic contents of chemistry courses offered while in school and their real life applications (Williams, 2004; Njoku, 2009). Dona-King (2003) further observed that the focus of those methods has been on covering the curriculum, and that they are mechanical involving algorithumic laboratory work and rote learning of body of knowledge. They have failed to engage the interest of students, who tend to see the subject as irrelevant to their lives. Consequently, Nzewi (1990) proposed the need for a search of better instructional methods for the attainment of improved learning outcomes. Notable among such innovative approaches is the context-based teaching

strategy (CBTS), which connects the concepts studied with contexts that are relevant to students (Beasley and Butler, 2002).

Context-based teaching strategy (CBTS) involves the connection of the teaching of a particular concept with its context and still connecting the concept and context to students’ lives in their real world (Pearsal, 1999). Bennett (2003) also defined context-based teaching strategy as approaches adopted in science teaching where contexts and applications of science are used as the  starting  point  for  the  development of scientific  ideas.  This contrasts with more traditional approaches that cover scientific ideas first before  looking  at  application.  Beasley  and  Butler  (2002)  describe  the context-based  approach  as  being  best  when  the  teacher  introduces  a content to students at the start of a unit; context is then taught on a need- to-know basis (that is ideas being introduced as they arise in a particular context) and concepts are discussed as they arise

Studies aimed at determining the efficacy of CBTS in Chemistry (Belt,

2005 and Dona-King, 2003) and other subjects than Chemistry (Williams,

2004; Bennet, 2003) abound. While the study on chemistry is specifically on determining students’ attitudes to chemistry, all other studies are outside Nigeria. Results of these studies show that CBTS has contradictory effect in the non-chemistry subjects, but positively promotes attitudes towards chemistry. In consideration of the reported difficult nature of physical chemistry, there is the need to examine whether or not the CBTS would improve students achievement in this section of chemistry.

On the other hand, expository method is a teacher-centered and students are at the peripheral teaching approach, in which the teacher

delivers a pre-planned lesson content to the students with or without the use of instructional materials (Gbamanja, 1991). Nwagbo (1997) and Gbamanja, (1991) observed that in using this method, the teacher talked about chemistry while the students hear about it . Expository method is one of the conventional or traditional methods. Dienye and Gbamanja (1991) refer it as the “talk and chalk” or the text-book method”. The focus here is on what is being taught, rather than on the students’ understanding who are being taught. As such, it is teacher or subject-centered approach.

Meanwhile, evidence in the related literature (Okafor, 2004; Egbo,

2005;  Ocho,  1997;  Anidu,  2007;  and  Nworgu,  1999)  shows  that  some factors   have   been   shown   to   either   singly   or   in   combination   with instructional method influence students achievement in the subject. Specifically, some studies have been carried out to find out the influence of gender (Ogbu, 2005; Okoro and Etukudo, 2001; Ocho 1997 and Anidu,

2007) and location (Ansa, 1990; Onunkwo, 1995 and Ogbu, 2005) on students’   achievement   in   science   generally   and   on   the   students achievements in chemistry in particular.

Unfortunately,  the  findings  seem  to  be  inconclusive.  For  example Ogbu (2005) revealed that there were no significant differences in the achievement of male and female students in chemistry. Okoro and Etukudo (2001) also found out that there was no significant gender difference in favour of males, and that computer assisted instruction has more significant influence on the performance of the female gender in chemistry than lecture method. On the other hand, some researchers like Ocho (1997) and Anidu (2007)   in   their   individual   studies   observed   significant   difference   in

achievement due to gender. Also the findings of Okafor (2004) and Egbo (2005) in their individual findings corroborated with the findings of Ocho and Anidu.

Literature   on   the   influence   of   school   location   on   students’

achievement in science is equally contradictory (Nworgu, 1999; Onunkwo,

1995). According to Ayogu and Nworgu (1999), and Ogbu (2005) urban students out performed their rural counterparts in chemistry achievement test. This is in agreement with the findings of Onunkwo (1995) and Daluba (2011) that urban students outer performed their rural counterparts in their works. But these findings are contrary to the findings of Obinne (2007), Williams (2004) and Ansa (1990) who found that students in rural schools performed significantly better than their counterparts in urban schools in biology  and  chemistry  achievement  respectively. Ugwu (1996 and Ugwu

2009) found no significant difference between urban school students and the   rural   school   students   in   physics   and   chemistry   achievement respectively.

In consideration of the inconclusiveness of studies in respect to effect of gender and location on science (biology, physics and chemistry) achievement, there is need to determine, how the combined effect of each of these factors with CBTS would affect  students’ achievement in physical chemistry.

Statement of the Problem

Over the years, the achievements of students in chemistry in Nigeria secondary schools have been very poor. Specifically, the Chief Examiner’s

Report of 2008 depicts a poor achievement in physical component of chemistry question items. Perhaps, as a result of this, students are opting out of chemistry field due to difficulty encountered by both students and chemistry teachers in physical chemistry. This has been attributed to the use of traditional teacher-centered method of teaching (expository method). This suggests the need for exploration of a strategy that would improve students’ performance in the  physical  chemistry which is context-based teaching strategy (CBTS). Even though CBTS has shown inconclusive effect on various subjects than chemistry, its effects on achievement in chemistry, particularly the physical aspect of the subject is yet unknown. Furthermore, the direction of the combined effect of each of factors of gender and school location in chemistry achievement hitherto shown to be contradictory with the CBTS has not been explored. For example some researchers revealed that there were no significant difference in the achievement of male/female and urban/rural students in chemistry while some studies observed significant difference in achievement due to gender and location.

Consequently, the problem of this study in question form are: “what is the effect of context-based teaching strategy on students’ achievement in physical chemistry? What will be the combined effect of each of gender and school location with CBTS on students’ achievement in physical chemistry?

Purpose of the Study:

The general purpose of the study is to determine the effect of context- based teaching strategy on senior secondary students’ achievement in physical chemistry. The study was specifically designed to:

1.       determine any difference on students’ achievement when taught physical  chemistry  with  context-based teaching strategy (CBTS) and expository methods of teaching (EMOT);

2.       determine   any   difference   on   male   and   female   students’ achievement  when  taught  physical  chemistry  with  CBTS  and EMOT;

3.       determine any difference on urban and rural students’ achievement when taught physical chemistry with CBTS and EMOT;

4.       determine any difference in the interaction effect of method and school location on students’ achievement in physical chemistry;

5.       determine any difference in the interaction effect of method and gender on students’ achievement in physical chemistry.

Significance of the Study

If this study finds CBTS as an effective technique, the results may provide a basis for decision making on the effective context-based teaching strategy to be recommended and adopted by a lot of stakeholders in science education like the students, parents, curriculum developers, teachers etc.

For the students, it is hoped that the findings of this study will play a diagnostic function by helping the students to discover the extent they have mastered the expected knowledge. It will also help students to be more diligent and involving in performing activities in chemistry. This is because a student can pass exams not only by performing activities exhibiting certain skills creditably well but, by performing skills in activities during external examinations. Since students have seen the inter-dependent relationship

that exist between those chemistry courses offered while in school and their real-life applications, they will be more diligent and involving in performing those activities in chemistry. So science classes will be more lively as every student has to strive to participate fully and learn what is involved.

For the parents, it will help them to know how far their children/

wards have acquired the needed knowledge and skills from the schools.

For the teachers, the findings of this study might make it possible for many chemistry teachers who did not know of the efficacy of the context- based teaching strategy to become aware through workshops and seminars that would be organized by the government and chemistry educators. These will provide the teachers with alternative method of instruction in chemistry, for easy understanding and improved achievement by students. This on the other hand could improve students’ achievement in chemistry examinations.

For the curriculum planners and developers, the findings of this study might make them appreciate the fact that meaningful school reforms must address  the  central  unit  of  the  entire  education enterprise, that is  the classroom and must seek to alter the ways teaching and learning of physical chemistry have conventionally been taught.

Scope of the Study

The study was restricted to the investigation of the effect of context-based teaching  strategy  on  senior  secondary  students’  achievements  in  the following  units  of  SSS  physical  chemistry  as  contained  in the  National Curriculum for Secondary Schools (FME 2004):

1)      Rates of chemical reactions.

2)      Energy and chemical equilibrium and

3)      Electrolysis

The reason for delimiting the study to physical chemistry is that previous researches( Iyida, Ugwuoke, and Umeh, 1989, Onyishi, 1990, Onwu, 1993, Ogbonnia, 1999) and Eze (2002) have identified physical chemistry as difficult for student to understand. The study will be carried out using senior secondary 2(SS2) chemistry students. The choice of SS2 students for the  study  is  predicted  on  the  fact  that  the  chemistry  curriculum  as contained in the National Curriculum for secondary schools (F.M.E., 2004) stipulates that the physical chemistry topics be taught in first term of the school year.

Research Questions

The following research questions guided the study:

1) What  are  the  achievement  mean  scores  of  SS2  students  taught physical chemistry with context-based teaching strategy (CBTS) and those  taught  with  expository  method  of teaching as measured  by Physical Chemistry Achievement Test (PCAT)?

2) What is the difference in the achievement mean scores of male and female students when taught physical chemistry with CBTS and EMOT?

3) What is the difference in the achievement mean scores of urban and rural  students  when  taught  physical  chemistry  with  CBTS  and EMOT?

4) What is the 2-way interaction effect of method and school location on students’ achievement in physical chemistry?

5) What  is  the  2-way  interaction  effect  of  method  and  gender  on students’ achievement in physical chemistry?

Hypotheses

The following hypotheses were tested at  0.05 level of significance.

1. There is no significant difference in the achievement mean scores of students taught physical chemistry using context-based teaching strategy and those taught with expository method of teaching.

2. There  is  no  significant  difference  between  the  achievement  mean scores of male and female students when taught physical chemistry with CBTS and EMOT.

3. There  is  no  significant  difference  between  the  achievement  mean scores of urban and rural students when taught physical chemistry with CBTS and EMOT.

4. There is no significant interaction effect of instructional method and school location on achievement mean scores of students when taught physical chemistry with CBTS and EMOT.

5. There is no significant interaction effect of instructional method and gender on achievement mean scores of students when taught physical chemistry with CBTS and EMOT.

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