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 atoms, molecules 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 substances. It 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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