EFFECT OF ELABORATIVE INTERROGATION ON INTEREST AND ACHIEVEMENT IN CHEMISTRY CONCEPTS AMONG SECONDARY SCHOOL II STUDENTS IN AGUATA LOCAL GOVERNMENT AREA ANAMBRA STATE

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Abstract


This study investigated the effect of Elaborative interrogation on secondary schoolII students’ interest and academic achievement in Chemistry concepts. The study which adopted a quasi-experimental, pretest posttest non-equivalent control group research design was carried out in Aguata local Government area of Anambra state. A sample of 73 Secondary School II students drawn from two public co-educational Secondary Schools in Aguata Local Government area of the State was used for the study using purposive sampling technique. One intact class each was sampled and assigned from the sampled schools. In other words, one of the schools was assigned as control class while the other was assigned as the experimental class or group. Data were collected using a 33-multiple choice questions titled: Chemistry Achievement Test (CAT) and a 21-item Chemistry Interest Scale (CIS). The instruments were developed by the researcher and subjected to face and content validation. The validation was carried out by three experts, one in Chemistry and one in measurement and evaluation and one from psychology, all from Michael Okpara University of Agriculture Umudike, Abia State Nigeria. The CAT instrument was subjected to item analysis to determine the content validation. The reliability test analysis of CAT was determined using Kudder Richardson (K-R20) formula to determine the internal consistency which yielded an index of 0.81 while that of CIS was tested for stability and internal consistency using Pearson product moment correlation and Cronbach alpha statistic which yielded 0.88 and 0.85 respectively. Before and after the treatment that lasted for six weeks, the copies of the instrument were administered to the students by their regular Chemistry teachers who carried out the treatments. The data collected from the students were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses at 0.05 level of significance. The study showed among others that elaborative interrogation teaching method had statistically significant effect on students’ interest and achievements in Chemistry concepts than the use of lecture method. Based on the findings of the study, it was recommended among others that teachers should use elaborative interrogation teaching method more regularly in teaching Chemistry concepts to the students and reduce the use of conventional lecture method all the time.








TABLE OF CONTENTS


Title Page                                                                                                                    ii

Declaration                                                                                                                 iii

Dedication                                                                                                                   iv

Certification                                                                                                                v

Acknowledgements                                                                                                    vi

Table of contents                                                                                                        vii-ix

Abstract                                                                                                                       x

CHAPTER     1: INTRODUCTION                                                                       1

1.1       Background of the Study                                                                                1

1.2       Statement of the Problem                                                                               12

1.3       Purpose of the Study                                                                                       13

1.4       Significance of the Study                                                                               14

1.5       Research Question                                                                                          15

1.6       Hypotheses                                                                                                    16

1.7       Scope of the Study                                                                                          17                                                                                                                                                                                                       

CHAPTER     2:REVIEW OF RELATED LITERATURE                                  18

2.1       Conceptual Framework                                                                                 18

2.1.1    Chemistry                                                                                                       18

2.1.2    Concept of achievement                                                                                 19

2.1.3    Concept of interest                                                                                          22

2.1.4    Interest and achievement towards chemistry concepts                                  26

2.1.5    Gender, interest and achievement in chemistry                                              28

2.1.6    Concept of elaborative interrogation                                                              32

2.1.7    Relationship between elaborative interrogation, interest and achievement    37

2.2       Theoretical Framework                                                                                  40

2.2.1    Interestin learning theory by John Dewey (1913)                                          40

2.2.2    Cognitive development theory by Jean Piaget (1960)                                    41

2.3       Empirical Studies                                                                                           42

2.4       Summary of Related Literature                                                                      46

CHAPTER     3: METHODOLOGY                                                                      47

3.1       Design of the Study                                                                                       47

3.2       Area of the Study                                                                                            48

3.3       Population of the Study                                                                                  49

3.4       Sample and Sampling Techniques                                                                 49

3.5       Instruments for data Collection                                                                      50

3.6       Validation of the Instrument                                                                           50

3.7       Reliability of the Instrument                                                                           51

3.8       Method of Data Collection                                                                             51

3.9       Method of Data Analysis                                                                               54

CHAPTER     4: RESULTS AND DISCUSSIONS                                                 55

4.1       Results                                                                                                            55

4.2       Summary of the Major Findings                                                                    66

4.3       Discussion of the Findings                                                                             67                                                                               

CHAPTER     5: SUMMARY, CONCLUSION AND RECOMMENDATIONS72

5.1       Summary of the Study                                                                                    72

5.2       Conclusion                                                                                                      73

5.3       Educational implication of the Study                                                             74

5.4       Recommendations                                                                                          76

5.5       Limitations of the Study                                                                                 77

5.6       Suggestions for Further Studies                                                                     77

REFERNCES                                                                                                            79

APPENDICES                                                                                                           84

           

 

 

 

 

 

CHAPTER 1

INTRODUCTION

1.1  BACKGROUND TO THESTUDY

Science is an intellectual and practical study/activity about our physical and natural world. It can be seen as a continuing human effort to systematize knowledge for describing and understanding nature and the changes they undergo. The study of science is crucial to every nation, because it is the bedrock of all modern day technological foundations and breakthrough (Agommoh & Ifeanacho, 2015). There is need to acquire this scientific knowledge to be able to fit into this fast moving and dynamic society. Science comprises basic discipline such as Chemistry, Physics, Biology and Mathematics.

Chemistry is one of those branches of science that studies the properties, structure, composition and reactions of those materials of nature. Hence it is the science of molecules and their transformation and the infinite variety of molecules (compounds) they may be built from. Chemistry is the scientific study of the properties and behaviour of matter (Brown, Le May, Jr.  Bursten, Murphey, Woodward, Stoltzfus, Lufaso, 2018). It is both a natural and physical science that covers the elements that make up matter, to the compounds composed of atomsmolecules and ions: their composition, structure, properties, behaviour and the changes they undergo during a reaction with other substances. It is the branch of science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances (Brown, et al 2018). 

According to cambridge dictionary, chemistry is the basic characteristics of substances and the different ways in which they react or combine with other substancesIt is a fundamental and enabling science that investigates molecules, atoms, ions - the building block of matter, and how these chemical species interact through chemical bonds to affect the composition, structure and properties of substances. (Jones &Mulvaney 2016).

Chemistry occupies an intermediate position among the science subjects. It is the mother of all sciences and central because of its pivotal role in relation to other sciences. It provides a foundation for understanding both basic and applied scientific disciplines at the fundamental stage. It serves as a connection to physical sciences, life sciences, environmental and applied sciences. For example, Chemistry explains aspects of plant chemistry (botany), the formation of igneous rocks (geology), how atmospheric ozone is formed and how environmental pollutants are degraded (ecology), the properties of the soil on the moon (cosmochemistry), how medications work (pharmacology), and how to collect DNA evidence at a crime scene (forensics) (Brown, et al 2018). The Chemical industry supported by Chemistry research, underpins much of the economic progress made in the world today. It provides wealth and prosperity for all society. International Council of Chemical Associations in 2019 released that chemical industry contributes an equivalent of 7% to global Gross Domestic Product (GDP) through direct, indirect and induced impact which is estimated at $5.7 trillion and supporting about 120 million job (Fourth United Nations Environment Assembly UNEA-4 2019); In Australia, about 60,000 people are employed by the chemical industry and it contributes around $11.6 billion annually to their GDP(Jones &Mulvaney 2016). In 2021, Nigeria has GDP of USD 440 billion (World Bank 2021), and (O’Neill 2022) accounts for the distribution of GDP across economic sectors in Nigeria from 2011-2021; of which industries has a reasonable contribution of about 31.41% to the nations GDP.

The importance of Chemistry in everyday life cannot be overemphasized. It describes, stimulates, improves, garnishes, and makes betterthe world around us. The detergents used at home for cleansing and washing purposes are made of chemical reagents. Chemistry is important in agriculture and food industry, as crops are grown in the soil with the help of chemicals like fertilizers, insecticides, and pesticides. After series of biological reactions, the crops become fully grown, processed in the industries and made available for consumption. These chemicals stored in food when eaten supply human beings with the needed energy (ATP) to do useful work. Chemistry is concerned with the development of food additives, flavors, coloring agents, and preservatives that improve the taste and quality of food, and keep it fresh and eatable for a long time.

In Medicine the knowledge of Chemistry has helped both ancient civilization and recent researchers to synthesize drugs from natural herbal products and basic chemical units like molecules, ions, and compounds. Plant’s leaves and animal’s skin were used in the past as protective cover for humans, but with the advancement of chemical research, different chemicals are now used on textile raw materials like wool, silk, jute, cotton, flax, glass fiber, polyester, acrylic, nylon, etc. transforming them into usable products like clothes, furniture, flags, nets, leather etc. Further, transition metals gave rise to colour chemistry, such that there are a variety of colours to choose from for our clothes and other valuables. Due to the increasing role of Chemistry in environmental protection, researchers are utilizing green Chemistry to combat air, water and land pollution. Forensic Chemistry has made the job of criminals much difficult, because it helps to identify criminals by detecting chemical traces left behind in crime scenes. Modern Chemistry has become more important for daily life activities such that, there is hardly any field left where Chemistry has no role to play. Therefore, it would be said that down the ages from copper age in about 5000BC, to the digital era and the new cutting-edge technologies of nanoscience and biotechnology, Chemistry has often been the driving force behind the progress in our standard of living(Jones &Mulvaney 2016).

Helmenstine (2019) affirms that Chemistry is everywhere in the world around us, it is in the food people eat, clothes, water, air, even in medicines, etc. Chemistry is essential for meeting the basic needs of food, clothing, shelter, health, energy, clean air, water, and soil; and more importantly how to avoid or minimize hazards and health risks those abundant chemical substances around us pose to us. Chemical technologies enrich the quality of life in several ways by providing solutions to all these basic needs and problems. Hence the emphasis on students developing interests in learning fundamental chemistry concepts and then achieving the desired educational objectives.

Despite its importance and benefits, there is a continued decline in interest, achievement and overall percentage credit passes in chemistry as evidenced in 2013-2016 in the West Africa Examination Council (WAEC) as gotten from Statistical Section of WAEC office Yaba Lagos. In 2013, a total of 639,296 students sat for the exam, only 462,517 got a credit pass which is only 72.34% of the population that sat for the exams. In 2014, 639,268 wrote the exams, 397,649 passed with a credit which is only 62.49%.  In 2015, there was a recorded lower percentage of 60.60; 680,357 sitting for the exam and only 412,323 passed with credit. Again, 2016 has 706, 873 who sat for the exams, 408,122 passed with credit which is 57.74% of the number that sat for the exam. Although the percentage passes for these years was more than half, there was a notable consistent decline in Chemistry achievement, which if not arrested, may have continue in the decreasing trend. The persistent trend of low achievement in Chemistry among secondary school students has been a source of worry and frustration to students and other concerned citizens because of the implication it has in the development of science and technology and overall development of the nation. Efforts have been made by government, corporate organizations, researchers and other concerned citizens, to proffer solutions and improve students’ interest and achievement in Chemistry. Suggestions have been made regarding the identification of teaching method and learning strategy to make the study of Chemistry interesting and improve students’ overall achievement.

Achievements are praiseworthy successes or accomplishments, achieved in life through hard work, ability or heroism. It is the act of reaching a goal. Mohamed &Shakir, (2014) define achievement as knowledge and skills developed in subjects treated in schools, usually designated by marks assigned by the teacher to students after evaluation. He went on to say that through academic achievement, students learn about their talents, competencies, proficiencies, abilities which are important and can aid in developing career aspiration. A task, when fulfilled is called an achievement earned. The struggle of life is the sum total of all achievements, successes, mistakes and failures.

Students’ achievement in Chemistry has led many students to avoid taking chemistry courses during their educational progress, while some change career path completely after taking Chemistry. It was revealed that many students who dropped out were discouraged by one Chemistry topic or another. Olorunnyomi (2013) noted that demonstration technique was commonly used in teaching physical chemistry and added that such method is teacher centered, and does not involve learners’ participation. Olorundare (2014), and Olorunnyomi (2013) recalled that the most common cause of poor achievement in Chemistry is inefficient teaching methods. Functional education should emphasize internalization of concrete activities learnt and applying them in real life situation (Ajayi & Ogbeba, 2017). Other factors that are key to achievement in chemistry are positive attitude towards chemistry, prior conceptual knowledge in chemistry, mathematics ability, teachers influence and above all interest. In the works of Akram, Ijaz, &Ikram, (2017), the aim of the 21st century is to reconstruct students’ interest in the field of science, especially chemistry.

Interest of students in a subject is vital for overall achievement in that subject because when learners are interested in any learning process, they attach a lot of importance to it. Interest as defined by Uzoka (2018) is a behavioural tendency to be attracted towards an activity. It is a motivating force that prompts one to attend to a person, a thing or an activity. In order words, interest can motivate an activity itself or be the result of participation in that activity. Interest is a positive feeling characterized by increased attention, effort and affection on an object or a thing experienced at the moment, as well as having a more enduring feeling that the object or someone is enjoyable and worth being with or interacting with (Harackiewicz, Smith, Prin 2016). Promoting students’ interest is a key challenge in education because when one becomes interested in an activity; one is likely to be deeply involved. To make students successfully grasp, retain and apply new materials in their learning process; one need to recruit their interest, which will make learning relevant, authentic and valuable to them.

 

Steidtmann,  Kleickmann, & Steffensky (2022) worked on the effects of teaching and teaching quality on interest development among secondary school students and opined that decline in interest is particularly strong in mathematics and sciences but evidently pronounced in Chemistry and Physics. Woldeamanuel & G/Selassie (2019) noted that some favourable attitude and motivation for the learning of science studies at early age do not remain constant throughout schooling. Studies have proven that students at some point are not well disposed to study chemistry. A good number develop negative interest and attitude towards chemistry. This poor interest in science particularly chemistry, contributed to the current high demand for professionals in scientific and technical field. The few chemistry teachers available to teach students are expected to recruit students’ interest in chemistry by connecting their lessons to students’ real life experiences and choosing materials relevant to their immediate culture. When a topic is linked to students’ interest, engagement deepens and they are willing to spend time thinking and creating meaningful ideas (Ajayi,2017). 

There is need for the chemistry content and curricular to be relevant to the people and their immediate environment, society and daily lives, to enable students have interest in the subject. When chemistry curricular is overloaded with contents characterized by isolated facts detached from scientific origins, or contents not relevant to societal concern, students’ may fail to connect the different facts, concepts and their practical application and never develop interest nor confidence in its relevance. Hence a consequent lack of interest in chemistry. To make students of chemistry interested in the subject, the teaching and learning strategies must meet recommended and appropriate standards that will make teaching and learning chemistry relevant, support the development of cognitive or meta cognitive, emotional and motivational disposition (Hofstein & Mamlok-Naaman 2011). Interest an important variable in learning, is not only known to stimulate and support learning, it essentially determines the attitude of students towards learning and influences their decision to study science subjects. However, conditions which prevail in our educational sector can discourage or encourage interest and good performance in both male and female students in science and by extension to Chemistry. These conditions in interest of a key subject like Chemistry is perceived as problematic regardless of whether it favours the male or female gender.

Gender refers to the socially constructed roles, behaviours, expressions and identities of girls, women, boys, men, which gives man a personal sense of who they are and what it means to be a man or a woman. It influences how people perceive themselves and other persons. Gender identity is neither binary (girl/woman, boy/man) nor static; it exists along a continuum and can change over time. There is considerable diversity in how individuals and groups understand, experience and express gender through the roles they take on, and the expectations placed on them. According to Meenu, (2016) Gender is one variable that have been related to the differences found in scholastic functioning or academic achievement. Sex is a biological categorization based primarily on reproductive potential, whereas gender is the social elaboration of biological sex. Semerzier (2020) in describing Holland’s theory stipulated that male and female individuals pursue certain academic discipline based on their interest, attitude, personality type, values, and abilities. Some studies reveal that women show less interest or more negative attitude towards Chemistry than men. More studies reveal that females are known to be underrepresented in Chemistry and the few representations underperform in comparison to the males (Semerzier, 2020). The reason is not only for lack of interest; but also due to some factors like discrimination against women in science, mathematics inability, influence from parents and teachers, lack of preparation, stereotype and learning environment. Godpower-Echie & Amadi (2013) conducted a study using 400 senior secondary II students interest in chemistry and found out that there was a positive correlation between gender and students’ achievement in Chemistry. Students achieve differently in Chemistry, although females encounter greater difficulty than their male counterparts.  One of the findingsin Semerizier, (2020) demonstrates a lacuna between males and females in interest, performance and achievement in Chemistry. In Godpower-Echie&Ihenko (2017) research work, female students had a fairer understanding of science process skills than males. They suggested that any view that establishes that boys are better than girls in science should be threaded and interpreted with caution.  Some researcher said that females tend to perform better in areas of standardized science that deals with life and human application.  Godpower-Echie&Ihenko (2017) found out that there was no statistically significant difference in students’ science achievement based on gender. They went on to say that there was no statistical difference between boys and girls in their ability to manipulate laboratory equipment, take observations, record results and analyse results during chemistry practical. Godpower - Echie&Ihenko (2017) surveyed junior school boys and girls on their interest in science and argued that both male and female students had interest and performed well in the sciences in their junior secondary. But by the time they get into senior secondary classes, females do not retain their interest in science. According to Semerzier (2020), male and female students who study Chemistry encounter some level of difficulties in the subject, which leads them to varying achievements and successes they also record in life.

Dunlosky, Rawson, March, Nathan, & Willingham (2013), are of the view that learning techniques is a serious factor affecting students interest and achievement in teaching learning process. They offered a list of learning techniques with Elaborative interrogation as one of the most effective. Elaborative interrogation is a learning strategy that strengthens students understanding and retention of the information they are trying to learn by asking “Why” and “How” questions and finding answers to their question independently, in group or by the teachers help. Elaborative interrogation enhances memory because it brings out facts that are learned by encouraging students to ask questions after reading or learning any materials (Dunlosky etal., 2013). Once questions are generated, students try to derive possible answers that define the cause-effect relation between subject and predicate. In this way, students are engaged in active learning. It requires the learner to invest mental efforts and actively carry out generative process. It always works on the bases of activating previous knowledge so as to establish a connection between the new and old information. When students are studying with elaboration, it simply means explaining and describing idea with many details. Making connections among ideas one tries to learn and connect the material to one’s own experiences, memories and day to day life. Elaborative interrogation is a learning strategy that involves the student in generating an explanation for why an explicitly stated fact or concept is true (Cerbin, 2015).

Elaborative Interrogation is a cognitive learning technique which goes beyond simply memorizing difficult concepts to understanding them. For example, one may be able to memorize and recite all the laws in chemistry, but have no idea what they mean or how to apply them in a fact pattern, in practical life experiences, or in solving problems involved. Elaborative interrogation method helps one go beyond memorizing to remember and understand by asking how and why questions, thereby allowing him to see connections between the various concepts of the laws in chemistry and their application (Baez,2017). Students who memorize do not do well because they really do not understand how to apply their knowledge to get the maximum number of points. In reality, these students learned how to recite a text that they did not truly understand (Baez, 2017).

Elaborative interrogation technique will enable students to compare and contrast ideas by asking how two concepts are similar and how they are different. The student needs a process to move beyond knowledge to comprehension, by creating a connection between different or similar concepts, so that he won’t be fooled by some strange fact pattern on exam day. Your professor sees those connections and will test you on your ability to see those connections and differences, not on your ability to memorize a rule statement (Baez, 2017). It is an effective learning strategy to help one remember important information. Using this method, all the previous learning is connected, and hence self-explanation becomes easier. This technique may be best suited for students with higher cognitive ability (higher classes) not younger students because this method helps one remember, retain, comprehend, connect information and activate memory through interrogation, or more simply, by asking how and why questions. It will allow the students to understand and see the connection between the various concepts, develop interest and lastly achieve desired measurable educational objectives.

Research has shown that Elaborative interrogation has been effectively used on students with mathematics anxiety, learning disabilities, and in reading comprehension. Omer (2019) has used Elaborative interrogation to show its effects on the synthesis of information from multiple sites. Nickson in Dunlosky etal (2013) made it clear that elaborative learning strategies are among the more powerful innovative learning strategies and should be encouraged among learners.

Kuhl&Bertrams (2019) who made his research on Elaborative interrogation was of the opinion that learning with elaborative interrogation requires that learners need to be actively involved in their learning process by gaining a better understanding of the instructional materials. Learners by means of prompts generate part of these study materials. These prompts help learners to ask themselves questions or be asked questions that relate to the relevant aspects of the learning content. More of these prompts come from the teachers whoEzeahurukwe (2010) noted that some teachers devote their time to low achieving students in mathematics. They applied punishments, criticisms, attention and even praises to low achieving mathematics students because most of them engage in disruptive behavior. As a result of this specific teacher student’s interaction, some of those low achieving students gainedmore insight on their weakness in mathematics, had increased self-efficacy and improved in their mathematics achievement.  Since elaborative interrogation has been seen to improve on the self-efficacy and mathematics achievement of low achieving students, it is on this premise the study investigated the effect of elaborative interrogation on students’ interest and achievement in Chemistry.


1.2  STATEMENT OF THE PROBLEM

The teaching and learning of Chemistry has been fraught with challenges which prevent many students from developing interest in its concepts and so perform poorly in both internal and external exams.

Many people have attributed low interest and achievement, to students’ perception of chemistry as a difficult and abstract subject, and the inappropriate teaching strategies that reduce the students to passive participants, together with intense difficulty students experience in learning on their own. Oladejo (2022) researched on many old and innovative teaching approaches adopted to teach chemistry over the years. Concept mapping, gamification, cooperative learning, computer simulation and so on, are learner centered, perceived to be innovative teaching techniques that advanced students critical thinking and reasoning, but has shown to be very complex, time consuming, sometimes gets students confused, and associated with unfinished scheme of work for the students. The oldest approach, the lecture method, is a teacher centered technique where the teacher uses explanations, change in positions, gestures, voice and facial expressions to teach; while the students listen carefully, take notes and not actively involve (Oladejo, 2022). They are usually given little time to ask questions, and provide answers to questions asked by the teacher. Olorunnyomi (2013) revealed that Demonstration method used to teach students physical chemistry was teacher centered, students were not really involved in this method. The implication of this is that the students do not get deeply involved in learning, do not think critically, organize, monitor and direct their own learning processes. Sometimes when students are involved, the course contents are not covered. Consequently, the low achieving students tend to rely more on memorization of formulae and solved problems on a superficial level without deeper knowledge thereby, worst still if the scheme of work is not covered, leading to low achievement. It has been noted that the difference between high and low achieving students depends on the learning strategies employed by the learners.

 

Some studies though scanty have suggested that exposing students to instructions on elaborative interrogation may not only allow learner active participation, the scheme of work would not be left unfinished since the teacher aids the students to direct their learning process through questions and answers. The students’ interest, understanding and achievement in their subject areas would be enhanced. The problem of this study put in question form therefore, becomes “What is the effect of elaborative interrogation on interest and achievement in chemistry concepts among secondary school II students”.

 

1.3  PURPOSE OF THE STUDY

The major purpose of this study was to determine the effect of elaborative interrogation on secondary school II students’ interest and achievement in chemistry concepts in Aguata local government Area, Anambra State. Specifically, this study seeks to:

1.     find out the mean interest scores of secondary school students taught chemistry concepts using elaborative interrogation and those taught using lecture method.

2.     determine the mean interest scores of male and female students taught chemistry concepts using elaborative interrogation.

3.     findtheinteraction effect of gender and methods on students’ meaninterest scores when taught chemistry concepts. 

4.     find out the mean achievement scores of secondary school students taught chemistry concepts using elaborative interrogation and those taught using lecture method.

5.     determine the mean achievement scores of male and female students taught chemistry concepts using elaborative interrogation.

6.     Find out the interaction effect of gender and methods on students’ mean achievement scores when taught chemistry concepts.

 

1.4 SIGNIFICANCE OF THE STUDY

The findings of the study on the effect of elaborative interrogation on interest and achievement in Chemistry concepts among secondary school students in Aguata Local Government Area, Anambra State, would be beneficial to the following: Teachers, Students, and Future researchers.

The findings of the study would benefit the teachers, especially the chemistry teachers because it would equip them with one of the best teaching/learning strategy, which will bring about effective and efficient methods they would us to teach their subjects; and encourage their students to apply the method in learning chemistry. They would get the right knowledge and skill and so develop a positive mind-set towards their job, and so motivated and interested to teach chemistry.

The findings of the study would enable students to be well informed, and participate actively in their studies; they will become independent and confident learners, since the teaching methods involve the students actively. Students who are pivots of the entire teaching and learning process would benefit from the study, however, the findings of the study would reveal whether the strategies employed improved their interest and academic achievement since the method is practical, interactive, discussive and learner-centered.  The students would be motivated to learn as well as realize that performance of academic tasks depend largely on the learning strategy not by luck and not rely solely on the teachers. Finally, for the researchers who may wish in future to investigate a problem related to this in Anambra State or elsewhere, the findings of this study would serve as a good reference material. It will be a ready tool to guide and direct researchers on their further studies.

 

1.5 RESEARCH QUESTIONS

The following research questions guided the study;

1.     What is the mean interest scores of secondary school II students’ taught chemistry concepts using elaborative interrogation and those taught using lecture method?

2.     What is the mean interest scores of male and female secondary school II students taught chemistry concepts using elaborative interrogation?

3.     What is the interaction effect of gender and methods on secondary schoolII students’ interest in chemistry concepts?

4.     What is the mean achievement scores of secondary school students taught chemistry concepts using elaborative interrogation and those taught using lecture method?

5.     What is the mean achievement scores of male and female secondary school students taught chemistry concepts using elaborative interrogation and those taught using lecture method?

6.     What is the interaction effect of gender and methods on secondary school students’ achievement in chemistry concepts?

 

1.6  HYPOTHESES

The following null hypotheses were formulated and were testedat 0.05 level of significance:

1.     There is no significant difference between the mean interest scoresof students who were taught chemistry concepts using elaborative interrogation and those taught using lecture method.

2.     There is no significant difference between themean interest scores of male and female students   who were taught using elaborative interrogation.

3.     There is no significant interaction effect of gender and teaching methods on students’interest in chemistry concepts.

4.     There is no significant difference between the mean achievement scores of students’ who were taught chemistry concepts using elaborative interrogation and those taught using lecture method.

5.     There is no significant difference between the mean achievement scores of male and female students who were taught chemistry concepts using elaborative interrogation.

6.     There is no significant interaction effect of gender and teaching methods on students’ academic achievement on chemistry concepts.

 

1.7       SCOPE OF THE STUDY

The study was delimited to identifying the effect of elaborative interrogation on interest and achievement in chemistry concepts among secondary school II students in Aguata Local Government Area, Anambra State. The study focused on the topic areas Ionic Theory (Definitions, ionization, describe electrolytes and Non electrolytes, weak and strong electrolytes) Electrolysis (Definitions, mechanism of electrolysis, describe electrolysis of acidified water, CuSO4, Faraday’s law, uses of electrolysis) Introduction to hydrocarbons (meaning, examples and classification, homologous series, naming of organic compounds, isomerism and types) because students find these concepts more difficult to learn and to understand.

The study was restricted to male and female students in senior secondary two (SS2). The SS2 was chosen for the study because it is expected that students at that level should be conversant with the concepts in chemistry. Thus the SS2 students participated in the study out of suitability, ability and interest. The schools used is co-educational schools and two methods of teaching employed are Elaborative Interrogation teaching and learning strategy and conventional lecture method for the experimental and control groups respectively.

 

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    1 month ago

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    2 months ago

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    2 months ago

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    2 months ago

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    2 months ago

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    2 months ago

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    2 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    3 months ago

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    5 months ago

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