ABSTRACT
This study sought to investigate the effects of think pair share instructional strategy on senior secondary school students’ achievement and retention in chemical bonding and molecular structure. The study adopted a Quasi Experimental Design. Six research questions and six hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population for the study was ten thousand, six hundred (10,600) SS1 secondary school students in Akwa Ibom State. Multistage sampling technique was used to select two hundred (200) SS1 chemistry students that were used for the study. Chemistry achievement test (CAT) and chemistry retention test (CRT) were developed by the researcher and used for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The findings of the study were, that there was a significant difference between the mean achievement scores of chemistry students taught chemical bonding and molecular structure using think pair share and those taught using lecture method in favor of students in the experimental group (Think pair share instructional strategy) at 0.05 level of significance. There was a significant difference between the mean retention scores of chemistry students taught chemical bonding and molecular structure using think pair share and those taught using lecture method in favour of students in experimental group (Think pair share strategy) at 0.05 level of significance. There was no significant difference between the mean achievement scores of male and female students in chemical bonding and molecular structure when taught using think pair share. There was no significant difference between the mean retention scores of male and female students in chemical bonding and molecular structure when taught using Think Pair Share. There was no significant interaction effect of gender and teaching methods on students’ mean achievement scores in chemical bonding and molecular structure. There was no significant interaction effect of gender and teaching methods on students’ mean retention scores in chemical bonding and molecular structure. One of the implications of the findings is that Think Pair Share strategy is effective in enhancing the achievement of students in chemical bonding and molecular structure. It was recommended, among others, that Science educators should incorporate think pair share as an innovative strategy in teaching and learning aspects of chemistry, such as chemical bonding and molecular structures.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification
iii
Dedication
iv
Acknowledgements- v
Table
of contents vi
Abstracts
vii
CHAPTER 1 – INTRODUCTION
1.1 Background
to the study 1
1.2 Statement of the problem 7
1.3 Purpose
of the study 8
1.4 Research
questions 9
1.5 Hypotheses
9
1.6 Significance
of the study 10
1.7 Scope
of the study 11
CHAPTER 2 – REVIEW OF
RELATED LITERATURE
2.1.
Conceptual
Framework 12
2.1.1.
Chemical bonding and
molecular structure 12
2.1.2.
Teaching and learning of
chemical bonding 18
2.1.3.
Difficulties students’
undergo in understanding chemical
bonding. 20
2.1.4.
Teaching methods 22
2.1.5.
Lecture methods 23
2.1.6.
Co-operative method of
learning 24
2.1.7.
Think pair share
instructional strategy 25
2.1.8.
Challenges of using think
pair share instructional strategy 28
2.1.9.
Retention as a factor in
learning 29
2.1.10.
Students’ achievement in
chemistry 30
2.1.11.
Gender as a factor in
teaching & learning situation 31
2.2.
Theoretical Framework 33
2.2.1.
Vygotsky’s theory of
social cognitive development
(Vygotsky’s 1971) 33
2.2.2.
Jerome Bruner’s theory of
learning (Bruner, 1915) 35
2.3.
Empirical Studies 37
2.3.1.
Studies on influence of
gender on students’ achievement in
Science 37
2.3.2.
Studies on think pair
share 38
2.3.3.
Studies on students’
achievement in chemistry 40
2.3.4.
Studies on students’
retention in chemistry 42
2.3.5.
Summary of Related
Literature 44
CHAPTER 3 – METHODOLOGY
3.1 Methodology 46
3.2 Design of the Study 46
3.3 Area of the Study 47
3.4
Population of the Study 48
3.5
Sample & Sampling Techniques 48
3.6
Instruments for Data Collection 48
3.7
Validation of the Instrument 49
3.8
Reliability of instrument for darts
collection 50
3.9
Method of Data Collection 50
3.10
Method of Data Analysis 52
CHAPTER 4 –
RESULT AND DISCUSSION
4.1 Result 53
4.2 Major Findings 64
4.3
Discussion
of the Findings 66
CHAPTER 5 – SUMMARY, RECOMMENDATION,
AND CONCLUSION
5.1
Summary 69
5.2 Conclusion 70
5.3 Recommendations 71
5.4 Educational Implication of the
Findings 72
5.5 Suggestions for Further Research 72
5.6 Limitations of the Study 72
List of tables
List of figures
References 74
Appendices 81
LIST OF TABLES
TABLE TITLE
PAGE
4.1: Mean Achievement Scores of Students Taught
Using Think Pair
Share Strategy and Lecture Method 53
4.2 Analysis
of Covariance of Chemistry Students’ Achievement, Using Think
Pair Share and
Lecture Method 54
4.3
Mean Retention of Students Taught Using Think Pair Share and
Lecture
Method 55
4.4 Analysis
of Covariance of Chemistry Students Mean Retention When
Taught
Using Think Pair Share And Lecture Method. 56
4.5 Mean
Achievement Score of Male and Female Students Taught Using
Think
Pair Share Strategy 57
4.6 Analysis
Of Covariance on the Mean Achievement Scores of Male
and
Female Chemistry Students Taught Using Think Pair Share. 58
4.7 Mean
Retention Scores of Male and Female Students Taught Using
Think
Pair Share 59
4.8 Analysis
of Covariance on The Mean Retention Scores of Male and
Female
Chemistry Students Taught Using Think Pair Share. 60
4.9 Mean
Interaction Effect of Gender and Methods on Students’ Mean
Achievement Scores in Chemical
Bonding and Molecular Structure. 60
4.10 Analysis
Of Covariance For Test of Significant of Interaction Effect of
Gender
and Teaching Methods on Students’ Mean Achievements. 61
4.11 Mean
Interaction Effect of Gender and Teaching Methods on Students
Mean
Retention Scores in Chemical Bonding and Molecular Structure. 62
4.12 Analysis of Covariance for Test of
Significant of Interaction Effect of
Gender
and Teaching Methods on Students’ Mean Retention Scores. 63
LIST OF FIGURES
Formation of sodium chloride 14
Formation of magnesium oxide 15
Diagram of Hydrogen bonding 15
Formation of chlorine molecule 16
Formation of nitrogen molecule 16
Formation of oxygen molecule 16
Diagram showing metallic bonding 17
Diagram hydrogen fluoride 18
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY:
Chemistry as an aspect of science studies the composition,
properties, and product of matter. According to Ababio (2011) it is one of the physical
sciences that study the composition, structure, properties and changes that matter
undergoes. Oxford Learner’s Dictionary (2016), chemistry is a physical science
which deals with substances that matter is composed of, the analysis of their
physical and chemical properties for the formation of new substances.
Majekodunmi (2007) observed that chemistry has contributed to the development
and growth of Nigeria and the world at large.
Chemistry has made food more abundant by improving agricultural
production, provided improved clothing through chemically treated and natural
fibers by making them resistant to stain, wrinkles and water. It’s provides
shelter and materials for building, medicines for health care and fuel for
transportation. Chemistry is applied in medical field, Biology, Pharmacy, Food,
and Nutrition, Textile industry, Engineering, among other sciences. Students
need a better knowledge in Chemistry before undertaking courses in any of the
fields mentioned.
Inspite of the key role of Chemistry as a central
science that forms the basic foundation of many disciplines and in improving the
qualities of life, the performance of senior secondary school students in
Nigeria in this discipline has remained low over the years. (Jegede, 2010; Oloyede
2004). For instance, in the year 2013, 82.70% of the total number of students
who registered for chemistry with the West African Senior School Certificate
Examination made D7 – F9 grade. In 2014 70% made D7 – F9 grade. In 2015, 75.67%
made D7 – F9 and in 2016, 65.90 % made D7 – F9. Also in 2017, 65.97 made D7 –
F9 grade. Essien (2017) carried out trend analysis of West African Examination
Council from 2013 – 2017 and found that the achievement of students over these
years was generally poor. See Appendix 1 for summary. The poor scenario in
performances of students in Chemistry at external examinations may be linked to
their poor understanding of chemical bonding and molecular structure concepts
in Chemistry. If the poor understanding of these concepts continues, the
overall poor achievement of students in Chemistry may linger, since this
concept forms an important aspect of chemistry study.
Boo and Kim (2000) defined bonding as the sharing or
transfer of valence electrons between atoms
of non metallic elements which results in a noble gas structure in the
outermost shell of the atom involved. Ababio (2011) also explained that ionic
bonding refers to the transfer of electrons from metallic atom to the non
metallic atom which results in a noble gas electronic structure in the
outermost shell of the ions formed. This
concept plays a vital role in the teaching of chemistry and accurate knowledge of
it is pertinent in comprehending every aspect of Chemistry, such as carbon
compound, Acids and bases, energy and chemical reactions, polymers (Hurst,
2002). According to Robinson (2003) and Taber (2001), chemical bonding is
perceived by students and chemists to be a complicated concept. The concept and
structures such as covalent bond, molecules, ions, giant lattice, and
hydrogen bonds are fundamental topics,
and need to be given proper attention at senior secondary one (SS1). In order
to understand these concepts, students must be encouraged to be interested in
learning of the concept of chemical bonding.
Franz and Harkirat (2010) reported that students often
had challenges in comprehending the concept in Chemistry and this is based on
the method of teaching used. Boo and Kim (2000) reported that this concept
attracts a critical evaluation which cannot be compared with the common
experiences of senior secondary school students. Taber (2001) reported that students
lacked a proper conception of the major concepts concerning chemical bonding
and the integration of their models into a sequential frame work. Also, Levy, et al (2004) found that students
manifested unimaginable attitude towards chemical bonding, not because of its complexities,
but the method applied in teaching this concept the bonding is archaic. Thus,
there is need to consider an alternative approach to the teaching of chemical
bonding.
Students’ inability to comprehend chemical bonding
lesson, especially the one involving ionic or electrovalent and covalent
bonding has been observed. Several researches have been conducted to know the
causes of failure and have revealed amongst other factors that teachers usually
adopt traditional method in the teaching this concept. Udoh, (2008). According
to Udoudo (2005) lecture method is an instructional approach where teachers
communicate their ideas to learners by direct verbal discourse called “the talk
and chalk” method. There is therefore a need to develop more effective
strategies to teach senior secondary school chemistry. One of such strategies
whose impact on students’ understanding concept in chemistry that seem not to
have been adequately investigated is the think pair share strategy. It is
instructional strategy in which 2-4 students in a group use a variety of
learning aids given by the teacher for the improvement of a concept. The team
or group of students must work together not only to learn the new concept, but
to also help one another to learn. Students work and discuss together until all
group members understand the concept. Loh (2003) defined Think Pair Share as a
principle to work together in groups. Sharan as cited in Attah (2014) added
that it is a group and students centered approach to class room teaching and
learning.
It is a co-operative instructional strategy that
encourages students’ interest; it could be used in all situations (grade levels
and sizes) by applying three major ways;
i Think: In this step, teachers instruct
their students to be actively engaged in solving questions independently.
ii Pair: Students in each group are given
topics for deliberation. It affords them the opportunity to visualize their notion
by reasoning with others.
iii Share: Students discuss their ideas with their partner;
thereafter, one person presents the answer to the whole class. Usually, they
are always confident in their presentation with supporting ideas from their
group members. In addition, students’ thoughts have been authenticated by the
application of these three steps (Pressley as cited in Goodman, 2010).
According to Oladipupo and Ajayi (2016) Think Pair Share
is a co-operative strategy that incorporates the segments; time for thinking,
sharing, and time to discuss with the class. The application of this approach
concretizes learning technique thereby ensuring enhancement and the accumulation
of knowledge. Think Pair Share approach is more beneficial than Lecture Method.
It allows all students to develop elaborate answers that could be given for
discussed. Students are eager to take risk by suggesting ideas because they
have already practice with their partners. This strategy differs from Lecture
Method because it makes interaction possible among learners during the pairing
and sharing stages. According to Cooper
(2002) Think Pair Share Strategy is an informal learning strategy where
students think of an answer to a question, discuss their ideas with partners,
and then one person discusses the answer with the whole class. This activity
may take an interval of 5-10 minutes. Indeed, Think Pair Share instructional
strategy refers to collaborative technique which involves presenting students
with a task or question by giving them time to think individually and in a
group of 2-4, they report their individual findings, discuss their own thoughts
and confirm their individual work. This strategy may encourage students’ participation
in discussing and this may help to promote interest and retention in the
chemistry class, there by leads to better achievements.
Achievement is the measure of realization or attainment
of goals in certain areas. It is the measurement of the effect of specific
programme of instruction or training Gimbia (2012). It can also be defined as
something that somebody has succeeded in doing, especially several attempts. It
is an act of finishing something successfully.
Academic achievement in this context means success in writing and deriving
molecular structure of some compounds, writing and arriving at how electrons
are shared or transferred within the atoms of an element to form a compound,
ions and molecules when Think Pair Share is used in learning process.
According to Oladipupo and Ajayi (2016) it was found out
that when students were taught using guided discovery and Think Pair Share
Strategy, They had a high posttest mean scores than those taught using
traditional method. Ayaja (2010) suggested that practicing science teachers
should use guided discovery and Think Pair Share Strategy in science classroom,
as these strategies foster inquiry and cooperation among them despite their
different strength and weaknesses with respect to cognitive entry behavior and
other different aspect of learning factor. Ekpo (2006) carried out study on the
tips of teaching difficult concept in chemistry. The result revealed that
students learn better when a collaborative strategy is used in teaching
difficult chemistry concept than when conventional strategy is used. The
researcher therefore commends that science teachers should use cooperative
strategy in teaching difficult chemistry concept as it challenges students to
be actively involved in the class room as this
also enhances retention.
Kundu & Tutoo (2002) defined “retention” as a
preservative factor of the mind. The consciousness of the mind results in the
acquisition of knowledge. For the development of knowledge to be possible the
information acquired from the conscious state must be duly retained. Retained
images can be reproduced whenever a stimulating situation occurs which makes
memorization possible. More so, structure should be shown to students in a
manner which influences their unconsciousness which can trigger them to reflect
on the concept being taught or learnt. Using Think Pair Share Strategy, both average
and under average learners may be able to collaborate in terms of understanding,
explaining and retaining concept they have learnt in a chemistry class. Reservation
is the process of pondering over leant concept. Gimbia (2012). Students’
retention could be manifested through an appropriate teaching method. Other
variables can also influence achievement of students in chemical bonding when
Think Pair Share Strategy is used and one of such variable is students’ gender.
Gender issues in chemistry and science in general is
still controversial. Njoku (2000) and Okeke (2000) found out that there is no
significant difference in the achievement in chemistry between boys and girls.
However, Adigwe as cited in Attah (2014) asserted that females performed better
than their male counterparts in sciences. Contrary to this, Ukozor (2011) found
out that boys performed better than girls in sciences. In view of these contradictions,
further studies are required to determine the effect of a different
instructional strategy such as Think Pair Share on academic achievement of boys
and girls. Would Think Pair Share Instructional Strategy be effective in
enhancing the achievement of male and female students in chemical bonding?
Okeke (2000) argued that so far there is no biological evidence that boys have
innate superior, intellectual abilities over girls; the difference in
achievement may be caused by other factors such as method of instruction. Some
studies like Igwe (2008) and Okeke (2000) showed that males and females respond
differently to specific teaching methods. The question then is; Can Think Pair
Share Instructional Strategy yield the same effect on achievement and retention
on male and female students in chemical bonding and Molecular Structure?
1.2 STATEMENT OF THE PROBLEM
Many senior secondary schools students perform poorly in Chemistry
particularly in topics like chemical bonding and Molecular Structure. Chemical
bonding being a key concept, should be taught with appropriate method of
instruction in order to enhance students’ better understanding of other
concepts like energy, chemical reactions, ions, and molecules which are linked
to chemical bonding and Molecular Structure. According to WEAC Chief Examiner’s
reports of 2013 – 2017, concern have been raised about the poor academic
performances of students in chemistry, particularly in areas of chemical
bonding. Therefore, if students’
achievement in chemistry are to be
enhanced, there may be need to improve students’ understanding of this basic
concept in chemical bonding and Molecular Structure using appropriate method of
instruction. Research has shown that most teachers use convectional approach in
teaching chemical bonding and Molecular Structure which has yielded poor
results. Perhaps a newer instructional strategy such as Think Pair Share may
help to enhance students’ achievement and retention in chemical bonding and
Molecular Structure. Presently, however it seems that no research has
investigated the efficacy of Think Pair Share Instructional Strategy on students’
achievement. Thus the problem of this study, put in question form is: what is the
effect of Think Pair Share Instructional Strategy on senior secondary school
students’ achievement and retention in chemical bonding and Molecular Structure
at senior secondary school level be investigated?
1.3 PURPOSE OF STUDY
The purpose of this study is to investigate the effect of Think Pair
Share Instructional Strategy on students’ achievement and retention in chemical
bonding and molecular structure. specifically, the study sought to determine;
1)
students’ mean achievement
scores in chemical bonding and molecular structure when
taught using Think Pair Share instructional strategy and lecture method respectively;
2)
students’ mean retention scores
in chemical bonding and molecular structure
when taught using Think Pair
Share instructional strategy and lecture method;
3)
influence of gender on
students’ mean achievement scores in chemical bonding and molecular
structure when taught using Think Pair Share instructional
strategy;
4)
influences of gender on
students’ mean retention scores in chemical bonding and molecular structure when
taught using Think Pair Share instructional strategy;
5)
interaction effects of gender
and teaching methods on students’ mean achievement scores in chemical bonding
and molecular structure; and
6)
interaction effects of gender
and teaching methods on students’ mean retention scores in chemical bonding and
molecular structure;
1.4 RESEARCH QUESTIONS
The following research questions guided the study:
1.
What are the mean achievement
scores of students’ in chemical bonding and Molecular Structure when
taught using Think Pair Share Instructional Strategy and Lecture method?
2.
What are the mean retention
scores of students’ in chemical bonding when taught using Think Pair Share
Instructional Strategy and Lecture method?
3.
What is the influence of gender
on students’ mean achievement scores in chemical bonding and Molecular
Structure when taught using Think Pair Share
Instructional Strategy
4.
What is the influence of gender
on students’ mean retention scores in chemical bonding and Molecular
Structure when taught using Think Pair Share Instructional
Strategy
5.
What is the interaction effect
of gender and teaching methods on students’ mean achievement scores in chemical
bonding and Molecular Structure?
6.
What is the interaction effect
of gender and teaching methods on students’ mean retention scores in chemical
bonding and Molecular Structure?
1.5 HYPOTHESES
The following Hypotheses were formulated to guide the study and were
tested at 0.05 level of significance.
Ho1 There is no significant difference
between the mean achievements scores of chemistry students’ taught chemical
bonding using Think Pair Share and those taught using Lecture method.
Ho2 There is no significant difference
between the mean retention scores of chemistry students’ taught chemical
bonding and Molecular Structure using Think Pair Share and those taught using Lecture
method.
Ho3 There is no significant difference
between achievement mean scores of male and female students’ in chemical
bonding and Molecular Structure when taught using Think Pair Share
Instructional Strategy
Ho4 There is no significant difference
between the mean retention scores of male and female student in chemical
bonding and Molecular Structure when taught using Think Pair Share
Instructional Strategy.
Ho5 There is no significant interaction effect
of gender and teaching methods on students’ mean achievement scores in chemical
bonding and Molecular Structure.
Ho6 There is no significant interaction
effect of gender and teaching methods on students’ mean retention scores in
chemical bonding and Molecular Structure.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study is hoped to be beneficial to the
following; students, nation, Chemistry teachers, curriculum planners or
developers. It is hoped that when the findings of this study is presented in
seminars, workshops, conferences and implemented the following may be achieved.
It may enhance students’ achievement and retention in chemistry and increase
the number of students who will go into the study of important science courses
like engineering, pharmacy, medicine, nursing science, and applied science like
biology, chemistry, and physics. These courses mention above has chemistry as a
pre-requisite and promote national and economic development and scientifically
skilled.
It is expected that it may enhance male and female
achievement and retention scores in chemical bonding and molecular structure.
It may also enhance male and female interaction for
higher achievement and retention in chemical bonding.
1.7 SCOPE OF THE STUDY
The scope of the study is delimited to senior secondary
one students in Eket Educational Zone in Akwa Ibom State. The content scope for
the study includes types of chemical bonding, properties of compounds formed
from different types of bonding, (electrovalent or ionic bonding, covalent
bonding, coordinate or dative bonding, metallic bonding, hydrogen bonding and
Vander Waal’s force of attraction).
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