ABSTRACT
This study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ achievement, retention and interest in chemical periodicity. The quasi-experimental design with a pre -test and post- test was adopted in the study. A total of 129 students were used in four intact classes from four purposively sampled schools. Two schools were randomly assigned in the experimental group and two in the control group. Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. A detailed collection of chemistry-based puzzles were developed into lesson plans for use in the experimental group. This was done with the theory of social constructivism in mind and trained research assistants were used to deliver the course. An achievement test called Chemical Periodicity Concepts Achievement Test (CPCAT) and an interest inventory called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researcher and validated by experts from three universities in Nigeria, were used in the study. Reliability coefficients of the two instruments were found to be 0.96 and 0.79 respectively. Treatment in the two groups lasted for three weeks and a retention test was taken after an interval of four weeks. Nine research questions and nine hypotheses were raised and tested at 0.05 confidence level (significance level). The research questions were answered using mean and standard deviation while hypotheses were tested with Analysis of covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) achieved slightly higher scores than those in the control group who were taught with the demonstration method. However further analysis with ANCOVA showed that there was no significant difference in achievement in the two groups. Interest of students due to instructional strategy in the experimental group was significant. There were no significant difference in gender by achievement, retention and interest. There was significant difference in students’ retention, but there was no significant difference in students’ retention by gender. Interaction effects of gender and treatments on achievement, retention and interest were not significant. It was suggested that the chemistry curriculum be reviewed to reflect the area of puzzles in the teaching content, and as instructional resources. Text writers and publishers were advised to write texts which should include puzzles as exercises. Also, teachers were advised to incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods. Finally, students were advised to download puzzles on the internet and use them to occupy their idle time meaningfully.
CHAPTER ONE
INTRODUCTION
Background to the Study
Science educators have always sought ways to make the teaching and learning of science very easy. This is because of the awareness of the importance of science in raising the quality of life of mankind. There is no gainsaying that science continues to contribute to man’s physical life especially in the areas of shelter, leisure, comfort and communication. Science is also used in solving problems resulting from human interactions with the environment such as water and air pollution.
Chemistry is one of the three main branches of pure science, the other two being biology and physics. Chemistry deals with the composition, properties and uses of matter (Ababio, 2011 ). However, chemistry proves a difficult subject for many students (Sirhan, 2007). Chemistry is a human endeavor that relies on basic human qualities like creativity, insights, reasoning, and skills (Banya, 2005). Ezeliora (2009) rated chemistry as the most important of all the sciences due to its central position to man’s survival. Chemistry is commonly viewed as the “central science”, as mastery of its concepts regarding the structure of matter is essential to further course work in all sciences. In essence, chemistry performs the function of gatekeeper for future study in many sciences (Tai, Sadler & Loehr, 2005).
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Despite the relevance of chemistry to society, it is observed that the achievements of students in the subject as measured by their scores in the senior secondary school certificate examinations have been very poor (Bassey, Asim & Essien, 2005). Studies have been carried out to establish the causes and probably to proffer solutions to the problem of students’ poor achievement in the subject but not much has been achieved since chemistry students still achieve poorly. Some of these studies bother on students’ characteristics and teaching methods (Akpan, 2008). Certain topics and concepts have been tagged “difficult” because, teachers either find them difficult to teach or students find them difficult to understand, hence they avoid questions from these areas or perform poorly if such areas are attempted (Udo & Eshiet, 2007). Earlier, Udo (2006) noted that the effective and meaningful teaching of abstract scientific concepts require active students’ involvement in the teaching-learning process through meaningful and relevant hands-on activities.
The use of teaching aids induces active participation in learning and helps students to learn with interest and understanding. Arokoya and Ugonwa (2012) have observed that teaching aids would inevitably better the performance of the students, thus helping to prepare them for useful and purposeful living within the wider environment. They however concluded that for Nigeria to develop in the area of science and technology, the teaching of chemistry must be supported by adequate provision of material resources, required for effective instructions. Guidelines from the Federal Ministry of Education for the inspection of chemistry
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in the semor secondary schools and technical colleges recommends activity oriented and participatory methods for effective teaching and learning of chemistry in secondary schools (FME, 2002). On the other hand Oyeshola (2010) noted that even in a rich economy it is not possible for government to equip the schools with all they need, the option is for teachers to make the best of what they can get or construct. However, many teachers are not ready to use innovative ways of teaching chemistry concepts to students but rely on the traditional method of ‘chalk and talk’ which has worsened matters (Ezennagha, 2008).
The problem of massive failure in chemistry at the senior secondary school certificate examination has continued to rear its ugly head without solution. The WAEC analysis for May/June SSCE enrolment and results of 2009, 2010,2011,
2012, 2013 and 2014 in chemistry of schools in Nigeria showed a low enrolment trend in the subject as follows-: 2009(468,546), 2010(465,643), 2011(565,695),
2012(583,372), 2013(678,329) and 2014(638,289) which is against the total of
1,765,723 in 2009; 1,865,987 in 2010; 1,587,233 in 2011; 1,723,652 in 2012;
1,637,402 in 2013 and 1,692,435 in 2014 who enrolled for the same examination. Also the percentage passes at credit level (Grades 1-6) in the subject were;
2009(43.69), 2010(50.70) and 2011(49.54), 2012(35.62), 2013(46.73) and
2014(38.17). Also WASSCE and NECO SSCE results of students in Science, Technology, Engineering and Mathematics (STEM) subjects in public schools in Benue State for 2009, 2010, 2011, 2012 and 2013 have shown low percentage passes in all the subjects, see appendix Aland A2 (p.142 & 143) for details.
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The low enrolment and subsequent poor achievements of students in chemistry over these periods indicate poor and perhaps declining quality of science education at senior secondary school level with regards to physical structures and instructional materials. Many students feel that chemistry is difficult (Nahum, Hofstein, Mamlock-Naaman & Bar-Dov, 2004). Also Chiu (2005) agrees that chemistry is a complex subject though it is filled with interesting phenomena, appealing experimental activities and fruitful knowledge. Likewise Upahi and Olorundare (2012) assert that chemistry is one of the most conceptually difficult subjects on the school curriculum. Upahi and Olorundare), however, advise that any one teaching the subject should be aware of the areas of difficulty in it. One of such areas is the Periodic Table otherwise referred to as Chemical Periodicity.
The PeriodicTable is a topic which is taught at the senior secondary school level in year two of the chemistry syllabus. At the tertiary level, it is treated in detail as sub-divisions of the various blocks of elements known as the s-block, the p-block, the d-block, the Lanthanides and actinides (f-block).The Periodic Table provides information on properties of elements such as number of protons, neutrons and electrons, boiling points, densities, states of elements at room temperature, known isotopes and atomic masses (Mainstreet Theatre, nd). A breakdown of topics under the Periodic Table includes; metals, non-metals and noble gases, net electric charge, oxidation state patterns on the Periodic Table, non-metals forming covalent bonds, periodic trends in atomic size,
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electronegativity and ionization energy (Toon, Kwong, Sadler, Tsoi, Edema & Umobi, 2011 ).
Questions on trends in the Periodic Table have continued to pose difficulty for candidates (WAEC chief examiner’s reports, 2002, 2010, 2011& 2012). The report of 2002 indicated that candidates regularly give incorrect, inaccurate and incomplete answers to these questions. The report also noted that describing and accounting for trends in the Periodic Table is an area where candidates struggle to answer questions fully. Also in the same report 98% of candidates attempted questions on elements in the Periodic Table but the average mark was
21.1(42.2%). According to this report, the section on elements was attempted by almost all candidates and was overall the most poorly answered question on the paper. Common incorrect answers included helium being regarded as the lightest known gas and hydrogen as a monatomic gas.
Analysis of past question papers of examining bodies such as WAEC and NECO by the researcher indicate that a high percentage of questions in chemistry are set based on the content of the periodic table. As an example, the 2013
WAEC chemistry paper II which has two parts (1 & 2) had 11 out of 50 questions in the part I (objectives) which is 22% of the total questions coming from the periodic table as well as two sub questions in the essay part set from the content of the periodic table. In addition, the NECO SSCE Chemistry II of 2013 had nine out of 60 objective questions making up 15% of the total questions set from the content of the periodic table and two questions from the essay section (part B).
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The implication of this analysis to students and teachers is that much attention need to be given to the topic at this level. Students in particular need to be well grounded in the topic.
Low achievement in chemistry has for the past years been reported (Asiyai,
2005), WAEC Chief Examiners’ reports (2006, 2010, 2011& 2012) also buttressed this report. Earlier, Obemeata (2001) observed failure in chemistry and attributed it to inappropriate methods of teaching. The chemistry teacher is a crucial factor in chemistry education delivery. This is in line with the view of Ogunkunle and Mbedele (2008) who noted that no matter how well the curriculum is planned, it is useless, if not well delivered. In order to alleviate the problem of teaching of chemistry concepts, particularly the Periodic Table, the use of puzzles (games) has been suggested by the researcher as a useful tool.
A puzzle is a problem designed as a mental challenge and solving a puzzle often provides a rewarding experience, helping the solver to think in a way. Slocum (2009) added that a puzzle can be constructed intentionally or is used to perplex and to stimulate thinking of potential solutions. Slocum defines a puzzle as a game of skill or intelligence. Also, a puzzle is a problem or enigma that tests the ingenuity of the solver. In a basic puzzle, one is intended to put together pieces in a logical way in order to come up with the desired solution. For the purpose of this study, chemistry-based puzzles are recommended. These are puzzles which are created based on chemistry concepts to teach or learn only the concepts that relate to science especially chemistry (Cramer, Ramachandran &
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Viera, 2004). Such puzzles include; crossword, word search, Sudoku, mazes, jigsaw and scrabble. Scientific- based puzzles can be of benefit to the user as they promote the development of scientific attitudes such as objectivity, honesty, curiosity, patience, open-mindedness. Users also develop science process skills such as observing, classifying, predicting, drawing conclusion, recording data and hypothesizing (Achimugu, 2012). Achimugu also noted that chemistry-based puzzles arouse and maintain curiosity in chemistry students and discourage rote memorization.
Chemistry -based puzzles fall under the category of serious games called edutainment, which is educating through entertainment (Michael & Chen, 2006). Games may be played seriously or casually, according to Michael and Chen and they have explicit and carefully thought out educational purpose and are not to be played primarily for amusement. Studies with games show that peoples motivation increase when they participate in game-based activity (Siang & Rao,
2003). For this reason, the educational games (puzzles) are considered in this study.
Applying chemistry-puzzles in solving the problem of difficulty in understanding the periodic table is the main thrust of this research. This is because a lot of questions from WAEC/NECO SSCE are based on the periodic table. The periodic table also spans the whole of general chemistry and it forms the bases for other topics in chemistry (Toon et al., 2011). Although lecturing may be the most prevalent teaching tool, it is less effective way to facilitate
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students’ learning (Mohammed, 2011 ). Obiekwe (2008) reported that all is not well with science instruction in Nigerian secondary schools, and noted that science teaching lays extreme emphasis on content and the use of “Chalk and talk” method. The relevance of chemistry needs to embrace relevant teaching approaches to the teaching of the subject in schools (Holbrook, 2005). For this reason the teacher must teach with purpose for learners to achieve meaningfully.
Meaningful learning is explained in terms of retention which is a term used to denote the demonstration that learning has been maintained overtime. Retention may be displayed through recognition or recall of facts which have been learnt over time. Recalling information which is stored in the brain after a period means that knowledge has been gained, this in turn means that a high performance during examination can be achieved. It is the hope of the researcher that puzzle -based teaching when properly applied in the classroom will enhance easy recall of facts by students.This is because according to Moore and Dettlaf (2005), puzzle-based teaching in the classroom provides hands-on learning activities, making students to be actively involved in learning rather than being passive. When students are actively involved, they easily remember what they have been taught. Retention according to Mangal (2011) is the ability of an individual to reproduce past learning. Thus retention is a necessary factor for academic achievement.
Another important variable in learning which is considered in this study is interest of the learner. Imoko and Agwagah (2006) have looked at interest as a
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subjective feeling of concentration or persisting tendency to pay attention and enjoy some activity or content. According to Imoko and Agwagah, children’s interest needs to be stimulated in order to learn, even though they are physically and intellectually capable of learning. Once stimulated, they continue to learn as long as the teacher is capable of sustaining their interest in the subject matter. Interest is a feeling towards an activity which can be carried out by an individual, it means wanting to know more or the feeling one has when one wants to know or learn more. It is the responsibility of the teacher to create an interesting environment for learning in order to catch the attention of the learner. Such an environment can be created by the use of puzzles in teaching and learning. A study by Franklin, Peat and Levis (2003) indicated that learning with puzzles can increase motivation and students’ interest in the topic at hand. Also Franklin et al. (2003) and Moore and Dettlaf (2005) observed that puzzles have been shown to be effective teaching tools of terminology, definitions, spellings and pairing key concepts with related names, resulting in greater retention and memorization of facts as well as interest in the topic being learnt.
Gender is another variable which needs to be tested in this study because concern has been shown by researchers on this issue in science. Gender is an attribute of being male or female. Gender differences have become the hot list of critical issues around the world. Studies on gender and achievement in science have not been consistent. While the majority of studies found out that females out performed males, others found the opposite; on the other hand, other researchers
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found no differences at all between males and females concernmg academic achievement and success. Gender differences according to Khwaileh and Zaza (2011) are widest at secondary level of education. It is for these reasons that the researcher seeks to ascertain the effects of science-based puzzles and its interaction with gender on achievement, retention and interest of students on the periodic table.
Statement of the problem
The problem of underachievement in chemistry has been blamed on poor teaching methods as a major factor.The concept of chemical periodicity has been established as difficult to students. The periodic table itself is complex for students to cram or learn all the elements in it, so as to meet up with their knowledge in examination questions set on them. Activity oriented classes are needed to enhance better understanding of the arrangement, trends and properties of all the elements on the periodic table. This activity based teaching is lacking in the teaching of this topic as is evident in literature that most teachers depend on the traditional method. This brings about poor performance in this topic during examination and subsequent failure in the subject and low achievement at the long run.
Evidence has also shown that knowledge retention is a necessary factor for achievement and this is lacking in the case of science students who learn by rote memorization of concepts. To crown it all, the interest of the learner is marred due to lack of activities which should ginger them to learn. Lastly, gender stereo
typing has not helped matters. To this end, the researcher adopted puzzle-based teaching strategy using chemistry-based puzzles as a means to alleviate the problem of underachievement and poor performance in chemical periodicity. Purpose of the Study
The general purpose of the study was to determine the effects of science-based puzzles on senior secondary students’ achievement, retention and interest in chemical periodicity. Specifically, the study ascertained the
1. effect of teaching with chemistry-based puzzles on the mean achievement scores of students in chemical periodicity.
2. effect of gender on the mean achievement scores of students in chemical periodicity.
3. interaction effect of gender and treatments on students’ mean achievement scores in chemical periodicity.
4. effect of teaching with chemistry-based puzzles on the mean retention scores of students in chemical periodicity.
5. effect of gender on the mean retention scores of students in chemical periodicity.
6. interaction effect of gender and treatments on students’ mean retention scores in chemistry.
7. effect of teaching with chemistry-based puzzles on the mean interest scores of students in chemical periodicity.
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8. effect of gender on the mean interest scores of students in chemical periodicity.
9. interaction effect of gender and treatments on students’ mean interest scores in chemical periodicity.
Significance of the study
This study was anchored on Vygotsky’s social constructivist theory. This theory was developed by Lev Vygotsky in 1932. Vygotsky’s theory of learning is based on social-cultural background of the learner. The emphasis is on social interaction to explain children’s cognitive developments. Puzzles are an aspect of games which promote children’s social interaction both in and outside the classroom. They can be applied in teaching of specific concepts and can aid students to learn faster. The result of this study will help to validate Vygotsky’s social learning theory otherwise, it will question it.
Practically, the following people will benefit from this study; teachers, students, science curriculum planners, ministries of science and technology and education. Specificallyscience teachers would be exposed to different approaches to teaching thatmake their classes interesting. Students will benefit from the study because they will be exposed to a new learning style which will enhance their vocabulary in science. Puzzles are easy to create and can also be downloaded from the internet. They would also engage students’ idle hours.
The study will enable science curriculum planners to plan curriculum which will include puzzles as instructional materials and resources to be used in
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teaching chemistry concepts. The State and Federal Ministries of Science and Technology will make decisions which will benefit the science students, as well as organize science competitions in these areas.
The findings and recommendations of this study will be made available on the internet and libraries for all lovers of knowledge to access. It will show empirically that puzzles can be used to teach chemistry concept; for example the periodic table.
It will help students to design their puzzles especially when the teacher creates awareness on the availability of puzzles on the internet and from print materials. Also the knowledge from these findings will improve students’ scientific vocabulary and accurate spellings.
Scope of the Study
This study was on the effect of chemistry-based puzzles on senor secondary school students’ achievement, retention and interest in chemical periodicity. The study was carried out in Makurdi Local Government Area of Benue State. The Senior Secondary two (SS II) students of chemistry were used for this study and the only portion of the chemistry curriculum was the topic “Chemical Periodicity” which is taught in the second term of year two at secondary level.
Research Questions
The following research questions were answered in the study:
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1. What is the difference in the mean achievement scores of students taught chemical periodicity with chemistry- based puzzles and those taught with the demonstration method?
2. What is the difference in the mean achievement scores of male and female students taught chemical periodicity using chemistry-based puzzles?
3. What is the interaction effect of gender and treatments on students’ mean achievement scores in chemical periodicity?
4. What is the difference in the mean retention scores of students taught chemical periodicity with chemistry- based puzzles and those taught with the demonstration method?
5. What is the difference in the mean retention scores of male and female students taught chemical periodicity using chemistry- based puzzles?
6. What is the interaction effect of gender and treatments on students’ mean retention scores in chemical periodicity?
7. What is the difference in the mean interest scores of students taught chemical periodicity with chemistry based puzzles and those taught with the demonstration method?
8. What is the difference in the mean interest scores of male and female students taught chemical periodicity using chemistry-based puzzles?
9. What is the interaction effect of gender and treatments on students’ mean interest scores in chemical periodicity?
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Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of significance.
1. There is no significant difference in the mean achievement scores of students taught chemical periodicity with chemistry-based puzzles and those taught with the demonstration method.
2. The mean achievement scores of male students do not significantly differ from their female counterparts who are taught chemical periodicity with chemistry-based puzzles and those taught with the demonstration method.
3. There is no significant interaction effect of gender and treatments on students’ mean achievement scores in chemical periodicity.
4. There is no significant difference in the mean retention scores of students in chemical periodicity who are taught with science-based puzzles and those taught with the demonstration method.
5. The mean retention scores of male students do not significantly differ from their female counterparts who are taught chemical periodicity with chemistry-based puzzles and those taught with the demonstration method
6. There is no significant interaction effect of gender and treatments on students’ mean retention scores in chemical periodicity.
7. There is no significant difference in the mean interest scores of students in chemical periodicity who are taught with chemistry-based puzzles and those taught with the demonstration method.
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8. The mean interest scores of male students do not significantly differ from their female counterparts when taught chemical periodicity usmg chemistry-based puzzles and those taught with the demonstration.
9. There is no significant interaction effect of gender and treatments on students’ mean interest scores in chemical periodicity
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECTS OF CHEMISTRY-BASED PUZZLES ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACHIEVEMENT RETENTION AND INTEREST IN CHEMICAL PERIODICITY>
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