ABSTRACT
The study was aimed at determining the effects of think aloud and self assessment instructional strategies on students’ achievement in senior secondary school chemistry in Imo State. Four research questions and four null hypotheses were formulated to guide the study. The research adopted quasi experimental design. The population for the study comprised 7,825 chemistry students of 2017-2018 sessions in public secondary schools in Imo State. A two stage sampling procedure was used to draw 128 chemistry students from the three intact classes which were used for the study. A 50 item multiple chemistry achievement test (CAT) with options A-E as developed which covered the SS2 chemistry curriculum. The content areas are: Rate of chemical reaction, energy change and chemical reaction, chemical equilibrium, energy change (Endothermic and Exothermic reaction), energy change (Hess Law, lattice energy, law of thermodynamics, enthalpy and entropy change), energy change (energy of reaction, bond energy, enthalpy, entropy and free energy change).The reliability of the instrument was determined using Kuder-Richardson KR-20 and it yielded estimate of 0.86. The data collected were analysed using mean and standard deviation for research questions while the null hypotheses were tested using Analysis of covariance (ANCOVA) at 0.05 level of significance. The findings of the study, among others, showed that there was a significant difference in the mean achievement scores of chemistry students taught think aloud, self assessment and conventional method. Students taught using think aloud instructional strategy and self assessment instructional strategy performed significantly better than students taught using conventional method. It is recommended that chemistry teachers should use think aloud, self assessment instructional strategies in teaching and learning of chemistry.
TABLE OF CONTENTS
Cover page
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Content vi
List of Tables ix
Abstract x
CHAPTER 1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 8
1.3 Purpose
of the Study 9
1.4 Research
Questions 9
1.5 Research
Hypotheses 10
1.6 Significance of the Study 10
1.7 Scope of the Study 11
CHAPTER 2: LITERATURE REVIEW 12
2.1 Conceptual
Framework 12
2.1.1 Definition
and origin of metacognition 12
2.1.2 Metacognitive strategies 14
2.1.3 Concept
of think aloud 15
2.1.4 Concept
of self-assessment 28
2. 1.5 Conventional teaching methods 35
2.1.6 Concept of achievement 38
2.1.7 Chemistry education and its importance to
national development 41
2.18 The need to improve on teaching strategy for
chemistry 45
2.2 Theoretical
Framework 46
2.2.1 Cognitive
information processing learning theory
46
2.2.2 Constructivism 50
2.3 Empirical Framework 54
2.4 Summary
of the Related Literature 60
CHAPTER 3: METHODOLOGY 62
3.1 Design of the Study 62
3.2 Area of the Study 62
3.3 Population for the Study 63
3.4 Sample and Sampling Techniques 63
3.5 Instruments for Data Collection 64
3.6 Validation of the Instrument 65
3.7 Reliability of the Instrument 65
3.8 Method of data Collection 66
3.8.1 Experimental procedure 66
3.8.2 Control of extraneous variables 68
3.9 Method of Data Analysis. 69
CHAPTER 4:
RESULTS AND DISCUSSIONS 70
4.1 Result
70
4.2 Major
Findings of the Study 77
4.3 Discussion
of Findings 78
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS 80
5.1 Summary
80
5.2 Conclusion 83
5.3 Educational
Implication of the Study 83
5.4 Recommendations 84
5.5 Limitations
of the Study 85
5. 6 Suggestions
of Further Research 85
REFERENCES APPENDICES
LIST OF TABLES
1: Mean
achievement scores of chemistry students
taught using think aloud self assessment
and conventional instructional strategies 70
2: Mean
achievement scores of male-and female chemistry
students taught using think-aloud, self-assessment and
conventional instructional strategies 71
3: Interaction
between gender and instructional strategies
on students achievement in chemistry 72
4: Analysis
of covariance (ANCOVA) of chemistry students’
overall achievement scores due to strategies
and gender. 73
5: Results
of Scheffe’s post hoc test for multiple
comparison of strategies on students’ achievement
in
chemistry. 74
6: Analysis of covariance (ANCOVA) for
testing H02 75
7: Analysis of covariance (ANCOVA) for
testing H03 76
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
Chemistry
is a central science and has great impacts on our lives. Chemists have
synthesized new fiber, machine, fertilizer, pesticide and structural materials
(Brown, Lemay, Burstain, Murphy, Woodward and Stolzfus, 2014). These, among
others, are the reasons why the Federal Republic of Nigeria (FRN, 2014) gave it
a place as a core subject. The importance of science is anchored on chemistry as
a science for scientific and technological development. That may be why Okeke
(2006) reported that chemistry is undoubtedly described as the major subject
for technological development. These descriptions and assertions indicate the
significance accorded to chemistry as a veritable tool for sustainable science
and technological development. Chemistry has contributed immensely to the
betterment of human condition in engineering, plastics, paints, antibiotics, energy, cooking,
cleaning, medicine, drug, and environmental issues.
Chinda
(2009) stated that students show a negative attitude towards learning of
chemistry, which results in poor academic achievement and low enrolment of
chemistry students. These among others had affected the academic achievement of
students in chemistry subject in the decades. Njoku (2007) and Chinda, (2009)
posited that secondary school students in chemistry have poor and unimpressive
results over the years. This may have an adverse effect on the study of
chemistry at the SSS level as it may discourage students from putting interest
in chemistry (Obi & Idoha, 2013). The researchers asserted that for students
to achieve better in chemistry, instructional materials should be used in the teaching of
chemistry because chemistry requires real objects and activities/experiments
for students understanding. The WAEC chief Examiners report of May /June
2004-2009 stated that the poor performance of candidates in chemistry was as a
result of the following weaknesses
·
Lack of
understanding of the
demands of the questions
·
The inability of candidates
to draw the correct structure of organic compounds and
naming items using
the IUPAC nomenclature.
·
Candidates inability to properly define reactions and their types.
·
Students inability to balance equations on reactions.
·
Inability to distinguish between a catalyst and electrolyses.
·
Poor knowledge of the concept of electrolysis (Obi & Idoha, 2013).
Table l. Students
performance in West African Senior Certificate Examination (WASSCE) chemistry May/June
2004-2010
|
Year
|
Total
sat
|
Total
credit
|
Total
pass
|
Fail
|
|
|
|
1-6
|
7-8
|
9
|
|
2004
|
327,503
|
124,009
|
65,499
|
61,619
|
|
|
|
37.86%
|
25.52%
|
21.84%
|
|
2005
|
349,936
|
178,274
|
66423
|
47.913
|
|
|
|
50.947%
|
18.71%
|
27.28%
|
|
2006
|
380,140
|
179670
|
86,423
|
11.448
|
|
|
44.50%
|
22.73%
|
|
30.11%
|
|
2007
|
391,160
|
165,265 42.25%
|
74,751 19.11%
|
151,144 38.64%
|
|
2008
|
401,723
|
178,164
|
93.642
|
129.917
|
|
|
|
44.35%
|
23.54%
|
32.34%
|
|
2009
|
403,528
|
158,465
|
94,990
|
^150,012
|
|
|
|
39.27%
|
23.54%
|
37.19%
|
|
2010
|
411,356
|
150,145
|
91,444
|
169,766
|
|
|
|
36.50%
|
22.23%
|
41.27%
|
A close
look at the table shows that the pass rate at credit level decreases gradually
as the failure rate increases in the year 2004. In 2006, 2007, 2008, 2009 and
2010 the pass rate at credit level fluctuates below average (50%) while the
failure rate increase fluctuates below average. This is a poor trend in
performance. The pass rate at credit level in 2005 was 50.947% while the failure
rate is 27.28%.
In the
same vein, the few candidates who enrolled for chemistry in 2014 performed
poorly. The result on page 2 shows that for seven years, that is, from
2004 to 2010, the percentage pass level was below 50. It was only in 2015 that is up to 50.947% of
candidates who sat for chemistry in WAEC, passed at credit level. This trend has always
generated concern among scholars, parents, educators, scientist and government.
The result could
be blamed on instructional strategy, instruction materials or assessment
techniques used in teaching. Jegede (2012). Ifeakor (2003), Ifeakor (2005) and Okeke
(2005) have suggested possible ways of improving students' poor performance in
chemistry. Achievement in chemistry continues to be poor as reported earlier by
Ezeh (2006). Ifeakor (2003) and Ifeakor (2005) stated the poor achievement of
chemistry students in secondary school are teachers’ non-utilization of
appropriate teaching methods, poor knowledge concept of electrolysis and lack
of qualified teachers. Furthermore, it has been specifically noted that the use
of ineffective teacher- centered strategies, like lecture teaching method,
accounts for the highest poor performance (Ifeakor, 2000 and Okeke, 2005). Some
of these researchers remarked that most teachers in Nigerian secondary schools
still believe that the most effective means of communicating to students is through
the conventional "talk and chalk" method of teaching. This strategy
is called the lecture teaching method (LTM).
According
to Okoli (2006), the lecture teaching method is a method which
uses items such as chalkboard, chalks, posters, and charts by instructors to disseminate information to the
learners, pre-planned lessons to the students with little or no
instructional aid that involves students' activity. Secondary school teachers
very often teach chemistry using lecture teaching methods (LTM). This may be
because the method is about the fastest to cover up the scheme of work. This may be why the majority of them often
use this method without recourse to constructivist-based methods that promote
the acquisition of scientific skills, technological skills and even
entrepreneurial skills. In Nigeria, conventional teaching methods indicate a
method that is formal and has been in use for long (Paramasivan, 2015).
Chemistry teachers have been teaching their students using control teaching method
over the years, yet WAEC annual reports for the year 2004 to 2010 revealed that
students’ pass rate at credit level in chemistry was poor and fluctuating consistently
below average. This may be an indication that the use of CTM in teaching
chemistry has not delivered effectively. The situation, therefore, calls for the
exploration of other teaching methods found effective in some other fields.
Buzan
(2006) proposed that teachers should use teaching strategies that are
constructivist in nature and which should involve learners' active
participation and promote skill acquisition. For better performance in
chemistry, teachers should adopt strategies that will enhance teaching and
learning of chemistry, and one of the strategies found viable in ensuring
problem-solving and creativity is the metacognitive strategy. Metacognitive
strategies are grouped into four: they are:
Group
A: Chunking or Organizing Strategies
Group B:
Spatial learning strategies e.g.
Frames, Concept mapping and mind mapping.
Group C: Bridging strategies. Advanced organizer, metaphor.
Group D: General purpose strategies, e.g.
mnemonics, rehearsals, imagery, self assessment, think aloud. (Source:
West, Wolf & Framer, 1991).
Think
aloud instructional strategy and self-assessment instructional strategy are
general-purpose Strategies. Think aloud strategy requires readers or students
to stop during their reading to think, reflect and discuss their process. Think
aloud strategy facilitates conversations about reading for understanding. Think
aloud also fosters the metacognitive skills necessary for students to become
successful independent readers, Verbalizing their thought, examining their
current thinking, asking questions, the teacher also helps the students to
organize and enhance their thought which they are working especially during
problem-solving. Students think critically and are also inspired to explore
their reasoning by asking the following questions. For example, what do I know
about the subject matter? Is there any relationship between this topic and my
knowledge from other subjects? How do I tackle this problem if it appears in my
text or final examination? Think aloud can be paired to enhance learning among
students. One serves as an initiator which communicates to the listener who
examines the initiator with questions. The
self-assessment strategy is the strategy that involves evaluation of oneself or
examination of oneself, attitude or performance.
Self-assessment
can be as a judgment to one’s performance to see the level of their critical
thinking and the rate at which they can learn independently.
Self-assessment
develops the learning skills needed for professional competence, and to make
students responsible for their learning process. Teachers sometimes apply self-
assessment in teaching and learning processes. Students use a rubric to provide
critique on their work and also apply it. Nulty (2003) posited that for self-assessment
to be effective, students must first learn to peer assess. For effective results,
students should be provided with the skilled self-assessment which is reliable
in teaching and learning.
Self-assessment
strategy, on the other hand, is the process of looking at oneself in order to
assess aspects that are important to one's identity. It is one of the motives
that drive self-evaluation, self-verification and self-enhancement.
Self-assessment provides insight into students' true comprehension and can help
to identify gaps in students’ knowledge, encouraging students to examine their learning
and levels of understanding, discern how to improve
their performance, learn
independently and think critically.
Students
can be introduced to self-assessment using ongoing structured formative
learning (for example, by using online quizzes that give students immediate
feedback on their performance) or a summative assessment (for example,
requiring students to grade their own performance). Furthermore, the
controversy over the influence of gender on academic achievement appears not to
have been resolved. Njoku (2007) found significant differences in chemistry
achievement in favour of males. Ezeife (2001) found the same trend in Physics;
the researchers reported gender bias in the teaching method. Opara (2003)
reported that teaching method is not gender-biased. Miriogu (2012) has contrary reports on the interaction
effect of instructional treatment on students’ achievement. Based on these besides,
most studies on gender are usually on achievement in science, especially some strenuous
concepts in chemistry. On this note, science scholars have archived the dearth
of gender in science. Miriogu (2012), Madu (2004), and
Agomuoh (2010) found no interaction effect of gender and instructional
treatment. In view of these research inconsistencies, further studies on
interaction effect of gender and instruction method becomes imperative.
Okpala (2006) believed that the cause of contrast in performance in gender is
biological in nature. They also argued that the spatial and verbal abilities
were respectively identified as being related to the development of the digital
brain. The males are said to be more metacognitive and can use the right
hemisphere more than the females for spatial reasoning, hence their dominance
in science-related courses. The females, however, make more use of the left
hemisphere of the brain than the males. The females outdo the males in a verbal
task. However, many other studies stated that there is no genetically
gender-related differences between the gender groups. Based on these premises,
the researcher wanted to investigate think aloud and self-assessment
instructional strategies on students’ achievement in senior secondary school
chemistry in Imo state.
1.2 STATEMENT OF THE PROBLEM
There is
a growing concern about which strategies or methods of teaching in our
secondary schools should be able to reverse the deteriorating trends in
students’ poor achievement in their study of chemistry. Some suggestions have
been made regarding the identification of science teaching methods and
strategies which motivate students better to learn and achieve high results in
their study of chemistry.
Researchers
have indicated that teachers use ineffective teaching methods and strategies in
teaching secondary school chemistry which, among other factors, have
contributed to students achievement in chemistry. The situation, therefore,
calls for the use of other teaching strategies that have been found effective
in some other subjects. Some researchers recommended that an innovative
instructional strategy should be adopted by science teachers to teach some
abstract or difficult concepts instead of the conventional lecture method as a
measure to improve achievement and such teaching techniques is the use of
think-aloud and self-assessment instructional strategies (TASIS). The problem
of this study, put in question form, therefore, is: what effect would think
aloud, self-assessment and conventional method have on students’ achievement in
chemistry?
1.3 PURPOSE OF THE STUDY
The study was designed to determine the
effect of think-aloud and self-assessment teaching strategies on students
achievement in senior secondary school chemistry in Imo state. Specific
objectives were to:
1.
determine the mean achievement scores of students, taught chemistry,
using think-aloud instructional strategy, self-assessment instructional strategy
and the lecture method of teaching
2.
determine the mean achievement scores of male and female students taught
chemistry using the think-aloud strategy,
3.
determine the mean achievement scores of male and female students taught
chemistry using self-assessment strategy and
4.
compare the interaction effect of methods and gender on the achievement
of students taught chemistry.
1.4 RESEARCH
QUESTIONS
The following research questions were
formulated to guide this study;
1.
What are the mean achievement scores of students taught chemistry using
think-loud instructional Strategy, self- assessment instructional strategy, and
the conventional lecture method of teaching?
2.
What are the mean achievement scores of male and female students taught
chemistry using the think-aloud strategy?
3.
What are the mean achievement scores of male and female students taught
chemistry using self-assessment strategy?
4.
What is the interaction effect of methods and gender on the achievement
of students in chemistry?
1.5 RESEARCH HYPOTHESES
The
following null hypotheses were tested at 0.05 level of significance.
1.
There is no significant difference in the mean achievement scores of
students taught chemistry using think aloud Instructional Strategy, self-assessment
instructional strategy, and the conventional method of teaching.
2.
There is no significant difference in the mean achievement scores of
male and female students taught chemistry using the think-aloud strategy.
3.
There is no significant difference in the mean achievement scores of
male and female students taught chemistry using self-assessment strategy.
4.
There is no significant interaction effect of method and gender on the achievement
of students in chemistry.
1.6 SIGNIFICANCE
OF THE STUDY
The research work when published will be
significant as well as highly relevant to the school system, chemistry
students, science teachers, principals, government and policymakers.
The findings from this work will enhance the
academic performance of students in and outside the classroom by offering them
the best method of teaching and learning chemistry. Students will also find
this work useful in their own research works for reference purposes in the
related works and also serve as a source of knowledge to the general public.
The findings of this work will be of great
importance to science teachers to know their areas of lapses and how they can
make adjustments in such areas in order to meet the expectation required of
them in the field of education. It will also help teachers to know which method
of teaching to adopt in order to maintain the academic standard of science
students at secondary school levels. It will serve as a guide for the teachers
to operate in the classroom. It will also help the teachers in management of
the classroom. Thus, the teacher will be able to reach, engage and motivate the
students through the application of think-aloud and self-assessment strategies.
The principals will benefit from the work because it will guide them in their
administrative processes in the school through the use of think-aloud and self-assessment
instructions will improve teachers’ teaching process and promote academic
standards in schools.
For the government and policymakers, it will
help them to make effective policies that will guide teachers towards the proper
use and application of think-aloud and self-assessment instruction for
student’s academic achievement.
1.7 SCOPE OF THE STUDY
The
research work is delimited to all the government-owned secondary schools in Imo
State. The content scope covers rate of chemical reactions, energy change and
chemical reactions, energy change (Exothermic and Endothermic reaction), chemical
equilibrium, energy change (Hess law, Lattice energy, law of thermodynamics)
selected from topics covered as pretest and post-test contained in senior
secondary school II (SS-II) chemistry scheme of work.
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