ABSTRACT
The study sought to determine the effects of demonstration method and cooperative learning strategy on secondary school students’ achievement in writing and balancing of chemical equations in Nsukka Education Zone of Enugu State. To guide the study, four research questions were posed and answered while six null hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental research design specifically pre-test post-test non-equivalent control group design was adopted for the study. A sample of eighty (80) SS1 students in secondary schools within the Zone was used for the study. Chemistry Achievement Test in form of essay was used as instrument for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The findings of the study were; there is a significant difference in the mean achievement scores of students taught balancing of chemical equation using demonstration method and those taught using cooperative learning in favour of those taught using demonstration method. there is no significant difference in the mean retention scores of students taught balancing of chemical equation using demonstration method and those taught using cooperative learning, Gender is not a significant factor in the students’ achievement as well as retention in balancing of chemical equation, there is no significant interaction effect of method and gender on the achievement and retention of students in balancing of chemical equation. One of the implications of the findings is that demonstration method of teaching is effective in enhancing the achievement of students in writing and balancing of chemical equation. It was recommended among others that science educators and curriculum planners should incorporate innovative strategies such as demonstration method into their various teacher education programmes.
CHAPTER ONE
INTRODUCTION
Background of the study
Science is a body of knowledge that carefully and systematically collects data, verifies and predicts events about the natural world. Nzewi (2010) defined Science as the study of natural phenomena, while Miller and Levine as cited by Mandor (2002) saw science as a body of knowledge with the goal to investigate and understand nature, to explain events in nature and to use these explanations to make useful predictions. In view of the above definitions, science therefore solves man’s problems and improves his/her welfare economically, medically, technologically, and so on. There are so many branches of science, such as chemistry, biology, physics, mathematics, etc.
Chemistry as an aspect of science studies the composition, properties and uses of matter (Ababio, 2007). It probes into the changes that matter undergoes under different conditions. Chemistry focuses on the properties of substances around us. Most of the things you can touch, taste or smell are chemicals. It is the explanation for everyday life, like why laundry detergent works better in hot water or how baking soda works or why not all pain relievers work equally on a headache. Chemists can make informed choices about every product that they use. The study of chemistry is important in almost all fields of study but it is commonly seen in the sciences and medicine. Chemists, physicists, biologists and engineers study chemistry: Doctors, nurses, dentists, pharmacists, physical therapists, and veterinarians all take chemistry courses: science teachers study chemistry. Fire fighters and people who make fire-works learn chemistry. So do truck drivers, plumbers, artists, hair dressers, etc. (Marie, 2011). Scientific and technological fields such as Medicine, Pharmacy, Biochemistry, Agriculture, Engineering and
Microbiology have chemistry built into them. Students need sound background knowledge in chemistry at least up to the school certificate level before undertaking courses in any of the fields mentioned above. There are some topics in chemistry that are regarded as difficult area of study in understanding chemistry. Such topics include writing and balancing of chemical equations, chemical bonding, electrolysis, etc.
Writing and balancing of chemical equations are topics in chemistry usually introduced to students at their first year of senior secondary education. They are symbols used instead of words in describing chemical reactions. Writing and balancing of chemical equations are very important topics in chemistry and are the basis for understanding chemical language. In fact, they are one of the basic fundamentals or stepping stone in understanding chemistry. Usoro (2007) defined chemical equations as changes that take place when there is breaking and formation of bonds during a chemical reaction. It is a statement in formula which shows the relative number of moles of particles involved in a chemical reaction. Adigwe (2006) defined a balanced chemical equation as a cognitive map of the motion of the reactants and products, their stoichiometric relationship, physical states and direction of the reaction, reversible or irreversible.
A well-balanced chemical equation is important because it carries a lot of information about chemical reactions. Example, a simple reaction such as that between hydrochloric acid and calcium trioxocarbonate (IV).
2HCl(aq) + CaCO3(aq) CaCl2(aq) + H2O(l) + CO2(g)
73 100 111 18 44
This provides us with such information as : the chemical nature of both the reactants and products, the nature of the individual element and radicals (or groups) involved in the equation; a mental picture of the movement of the elements and radicals
during the reactions; the stoichiometry of the reaction i.e. the relationship of the mass of the reactants and the products in terms of (a) the mole ratio and (b) the mass ratio of the reactants and products involved in the equation, the direction of the reaction and whether the reaction is reversible, the states of matter in which the substances are present, etc. writing and balancing of chemical equations are the basis for the operation of the chemical, pharmaceutical, food, textile, polymer, plastics, detergents, paper and pulp, and cement industries etc. chemical process design utilizes information provided by chemical equation, calculation of input and output (yields) are primarily based on the writing and balancing of chemical equations.
In spite of the indispensable nature of writing and balancing chemical equations in the learning of chemistry and the contributions of chemistry to the learner and the needs of the society, most chemistry teachers and students have difficulties in teaching and learning the concepts. The balancing of chemical equation has been regarded as a difficult area of study in chemistry and more so since it is not practically observable and demonstrable in the chemical process (Adigwe, 2006). Chemical equations are abstract in nature. Teachers and students find it difficult because of their inability to predict the products of a reaction. Some in attempting to balance an equation may change the formula of the compound/element in order to suit them. They equally encounter difficulty especially when they do not know the valency of the combining elements which is one of the first steps in writing and balancing chemical equations. Students experience difficulty to balance chemical equation due to their formal reasoning abilities and cognitive styles since the
balancing of chemical equation is usually introduced in schools in senior secondary
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one (SS1), when students concrete operational thought process are giving way or has given way to formal operational thought (age range 13-17).
These learning difficulties result in poor achievement in chemistry examinations. Since the roles of chemical equations are innumerable, emphasis should be given to its teaching in schools and more effort should be made on the quality of its teaching, hence the search for more effective methods for its delivery is deemed necessary. Thus, the effects of these two teaching methods (demonstration and cooperative) for the teaching of writing and balancing of chemical equations is undoubtedly important. In recognition of the above observation as well as the indispensable nature of chemical equations in the learning of chemistry and the contributions of chemistry to human and national development, there is the need to determine the effects of demonstration and co operative methods of teaching on the learning of the writing and balancing of chemical equations.
Teaching methods are strategies, techniques or systems used by the teachers in guiding the students to learn. They are important instruments that the teacher uses in performing his/her basic functions of teaching. In science, some effective methods of teaching are employed. Such methods of teaching include experimental method, demonstration, lecture method, problem-solving, field-trip, discussion, inquiring, peer-teaching, cooperative learning, etc.
The aim of any good teaching is to effect a change in the behavior of the learner. The learner’s change in behaviour otherwise known as learning, takes place when a learner is exposed to different learning experiences (Nnachi, 2007). The learning experiences are presented to the learner through instructional methods. Effective teaching ranges from the most basic transmission of factual knowledge to a process that transforms both the teacher and the learner through critical thinking (ADPRIMA, 2009). The choice of any instructional method depends on many factors
such as age, and developmental level of the learner, the previous learning experiences of the learner, subject matter content, the objectives of the lesson, the available resources (human and materials), time, space and the physical settings (Rusbult, 2001; & Maduabum, 1989). It is a difficult problem to select instructional methods that best fit one’s particular teaching style and the lesson, but there are some criteria that pertain to each method that can help a teacher make the best decision. From the forgoing, it is necessary to make a comparative study of the effects of these two methods (Demonstration and Cooperative) with a view to finding out which of them will better enhance students’ achievement and retention in writing and balancing of chemical equations in the study of chemistry.
Achievement can be said to be the extent of success attained by an individual on a task he or she has earlier been exposed. Achievement refers to the degree of success reached or attained in some general or specific area (Enyi as cited by Eze,
2008). Achievement is the measurement of the effect of specific programme of instruction or training (Kulbiras cited in Gimba, 2012). It can also be defined as something that somebody has succeeded in doing, especially after a lot of efforts. It is an act of finishing something successfully. Relating this to academic achievement in this contest means success in writing and balancing of chemical equations when demonstration and cooperative methods of teaching and learning are used in the learning process. The problem of poor achievement of students could be attributed to poor foundation in basic science from junior classes. As a result, the students at senior classes find it difficult to cope with the concept at this level. This difficulty could be connected with poor teaching methods employed by teachers. These poor teaching methods could lead to lack of retention on the part of the learner.
Retention on the other hand is the remaining expressions of experience. It is also the amount of earlier experience that is correctly remembered at later times.
Retention is the continued possession of something or the continued existence of something ( Hornby as cited by Eze,2008). Retention is the ability to reproduce the learnt concept when the need arises (Demirel as cited in Gimba, 2012). However, students’ retention could be aroused and released through an appropriate teaching method. Learning could be made more effective, lasting and enjoyable and topics that are abstract to students could be made clearer, easer and meaningful for better achievement of the concept learnt. Other variables can also influence achievement. One of such variables is students’ gender.
Gender is the different, socially constructed roles and responsibilities expected of males and females. Gender is a factor that has influenced many educational attainments all over the world. Akinsola and Igwe as cited by Eze (2008) stated that gender issue is an important factor in educational setting and could be a militating factor to high achievement of learners in chemistry. There are also the long held view that gender difference in achievement in science in favour of the males is caused primarily by biological inheritance,( Nkpa as cited by Eze, 2008). However, Okeke as cited by Eze (2008) also argued that so far there is no biological evidence that boys have innate superior intellectual abilities over girls. Therefore, if differences in achievement occur, they may be caused by other factors. Some studies show that males and females respond differently to specific teaching methods, questions and discussion (West Virginia University for women studies, 1997). This is in line with Okeke‘s (2001.), assertion that instructional strategies are known to produce different effects on learners. Schwarz and Hanson as cited by Eze (2008) stated that females prefer to use a conversational learning style that foster’s group consensus and build ideas on top of each other. Therefore, any instructional strategy that lacks conversational learning style would put female learners at disadvantage (Eze, 2008). Statement of the problem
Writing and balancing of chemical equations is a difficult concept in chemistry because of its abstract nature. It is the foundation on which the understanding of chemistry is built. Emphasis should be placed on teaching it to give the students the good foundation for understanding the learning of chemistry. In view of the usefulness of chemistry in nearly all fields of human endeavour, the poor achievement and retention of students in chemistry at both secondary and post secondary levels have been sources of concern to education stake holders and government at different times. Most of the time, poor achievement and retention is caused by poor teaching methods used by chemistry teachers. Considering the importance of chemistry in all round development, there is the need to make sure that chemistry is properly taught most especially the difficult and fundamental concept of chemical equations. The poor achievement of students in chemistry has been associated with the use of poor teaching methods, lack of retention and sometimes influence of gender. In view of these, researchers in science education have always been searching for better teaching methods that will enhance students’ achievement, promote their retention and bridge students’ achievement and retention in chemistry. The problem of this study posed as a question is, which of demonstration and cooperative methods of teaching when used by teachers would enhance students’ achievement and promote retention in writing and balancing chemical equations?.
Purpose of the study
The purpose of this study is to determine the effect of two teaching (demonstration and cooperative) methods on achievement and retention of students in writing and balancing of chemical equations.
The study specifically will seek to determine:
1. The effect of demonstration and cooperative teaching methods on students’ achievement in the writing of chemical equations.
2. The effect of demonstration and cooperative teaching methods on students’ retention in writing and balancing of chemical equations.
3. The influence of gender on students’ achievement means scores in writing and balancing of chemical equations.
4. The influence of gender on students’ retention means scores in writing and balancing of chemical equations.
5. The interaction effects of gender and the teaching methods on students’
achievement in the writing and balancing of chemical equations.
6. The interaction effects of gender and the teaching methods on students’
retention in the writing and balancing of chemical equations.
Significance of the study
This study is based on the framework that the findings will have both theoretical and practical significance. It is hoped that the findings of this study will give credence to the social constructivist theory when the achievement and retention of the students change positively as a result of the application of demonstration and cooperative methods of teaching and learning used for this study. This is because the behaviourists see learning as imitation behaviour and the social constructivists believe that learning takes place through social interaction. These have been found
to support learning which is in line with the introduction of integrated teaching methods.
The Nigerian curriculum: 6-3-3-4 recommends a student-centered pedagogical method that can assist in achieving the national educational goal; the acquisition of appropriate skills, mental, physical and social abilities and competence that will equip an individual to live in, and contribute to the development of the society (Isiugi-Abanihe as cited by Aniaku, 2013). The findings of the study will be of immense benefit to the nation, students, science teachers, future researchers and curriculum developers.
To the nation, the findings of the study will improve students’ achievement and retention in chemistry and increase the number of students who will go into the study of important science courses like engineering, pharmacy, medicine, etc. This course of study has chemistry as a pre-requisite and promotes national and economic development as well as increasing the number of scientifically skilled and literate citizens.
To the students, the findings of the study will help the students to achieve high in chemistry and promote their retention in chemistry which will make them have interest in science courses in higher schools of learning and also appreciate environmental sustainability.
To the teachers; the findings of the study when applied well will make teaching and learning process move effective because students’ achievement and retention will be enhanced thus enabling the realization of the stated instructional objectives which is the goal of any academic enterprise.
To future researchers; the results of this study will serve as a base line data for future researchers into other methods of teaching. It will also serve as a reference material for future studies.
Finally to the curriculum developers, the findings of this study will be used for suggesting/integrating instructional materials and implementing the use of demonstration and cooperative methods of teaching and learning.
Scope of the study
The scope of the study will be limited to SS1 students in Nsukka Education Zone of Enugu state. The study will be specifically carried out in Nsukka Urban. The choice of Nsukka Urban is to remove the interference of school location. The Senior Secondary one (SS1) students will be used because the topics are in their scheme of work. The content scope for the study is chemical symbol, formulae and equations which includes; chemical symbol of elements and their valences, empirical and molecular formulae, laws of conservation of matter, constant composition, multiple proportion and chemical equations. These topics are selected because of their importance in understanding chemistry or in the learning of chemistry especially at the beginning stage.
Research Questions
The following research questions will guide the study;
1. What are the achievement mean scores of students taught writing and balancing of chemical equations using demonstration method and those taught using cooperative teaching method?
2. What are the retention mean scores of students taught writing and balancing of chemical equations using demonstration method and those taught using cooperative teaching method?
3. What are the achievement mean scores of male and female students in writing and balancing of chemical equation?
4. What are the retention mean scores of male and female students in writing and balancing of chemical equation?
Research Hypotheses
These null hypotheses were formulated for the study and will be tested at 0.05 level of significance.
HO1: There is no significant difference in the mean achievement scores of students taught writing and balancing of chemical equations using demonstration method and those taught using cooperative teaching method.
HO2: There is no significant difference in the retention mean scores of students taught writing and balancing of chemical equations using demonstration method and those taught using cooperative teaching method.
HO3: There is no significant difference in the achievement mean scores of male and female students in writing and balancing of chemical equation.
HO4: There is no significant difference in the retention mean scores of male and female students in writing and balancing of chemical equation.
HO5: There is no significant interaction effect of gender and teaching methods on students’ achievement in the writing and balancing of chemical equations. HO6: There is no significant interaction effect of gender and teaching methods on students’ retention in the writing and balancing of chemical equations.
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECTS OF TWO TEACHING METHODS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN WRITING AND BALANCING CHEMICAL EQUATIONS IN NSUKKA EDUCATION ZONE OF ENUGU STATE>
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