ABSTRACT
This study examined the effects of vee and concept mappings on students’ interest and achievement in Chemistry in Akwa Ibom State. The study was guided by six specific objectives. Six research questions were developed and answered and six null hypotheses formulated and tested for the study. The design of the study was a pre-test -post-test Quasi-experimental research design that involves two experimental groups and one control group. The study was carried out in Akwa Ibom State. The population of the study was all the 3825 SSII chemistry students from the 242 state owned secondary schools in Akwa Ibom State in 2019/2020 session. A sample size of One hundred and ninety (190) SS11 chemistry students were drawn from three secondary schools used as the sample size for the study. The three secondary schools were drawn out from 242 secondary schools that made up the population of study using purposive sampling technique. The two instruments used for this study is Chemistry Achievement Test (CAT) which was adapted from WAEC past questions. The CAT contains 50 multiple choice test items, each containing options A-D, from which the students chose the correct answer and Chemistry Interest Scale (CIS) was developed by the researcher which consists of section A and B. Section A seeks demographic information of the respondents while Section B sought information on students’ interest in Chemistry. Face validation of the instruments was established by three experts, one expert in Chemistry Education, and two experts in Measurement and Evaluation, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument for the study was determined by subjecting the validated instrument to split-half method in which the test was administered to SSII students on 50 senior secondary one SS1 students that were not part of the sample. The data collected was analysed using Spearman's Rank Correlation Coefficient which yielded a correlation coefficient of 0.72. The researcher and chemistry teachers research assistants administered the pre-test, post-test and delayed post-test to the students. The data collected through the administration of the instruments were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance. The results revealed that students taught using the vee and concepts mapping instructional strategies performed extremely better than students taught with lecture method, that there was a significant difference between mean achievement scores of students taught chemistry using vee mapping, concept mapping and lecture method. That students taught Chemistry using vee and concept mapping teaching strategy in experimental groups had more interest in Chemistry than the students taught Chemistry using lecture method, that there was a significant difference between mean interest scores of students taught Chemistry using vee mapping, concept mapping and lecture method. Based on the findings, it was thus, recommended among others that vee mapping teaching strategy should be used more with concept mapping in teaching Chemistry lessons in the classroom.
TABLE
OF CONTENTS
Cover page
Title
page
i
Declaration ii
Certification iii
Dedication
iv
Acknowledgements v
Table
of Contents
vii
List
of Tables
ix
Abstract x
CHAPTER
1: INTRODUCTION
1.1 Background of the Study. 1
1.2 Statement of the Problem 10
1.3 Purpose of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 13
1.6 Significance of the Study. 13
1.7 Scope of the Study 15
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 16
2.1.1 Overview of Chemistry in
Nigeria 16
2.1.2 Concept Mapping
17
2.1.3 Vee Mapping
26
2.1.4. Vee and Concept Mapping Strategy
29
2.1.5 Concept of Interest and
Achievement
32
2.1.6 Concept of gender and
Achievement
36
2.1.7 Instructional Strategies for
teaching Chemistry
39
2.2 Theoretical Framework 41
2.2.1
Constructivist Theory by
Jerome Bruner (1970) 42
2.2.2
Cognitive Learning Theory
by Jerome Bruner (1982) 43
2.2.3
Gagne Cognitive Learning
Theory (1973) 44
2.3 Empirical Studies 45
2.4 Summary
of Literature Review 52
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 54
3.2 Area of
the Study 55
3.3 Population of the Study 56
3.4 Sample and Sampling Techniques 56
3.5 Instrument for Data Collection 57
3.6 Validation of the Instrument 58
3.7 Reliability of the Instrument 59
3.8 Method of Data Collection 59
3.9
Experimental Procedure 59
3.9.1 Training of Research Assistants 60
3.9.2 Experimental Control 60
3.9.3 Effect of Pretest on Posttest 62
3.10 Method of Data Analysis 62
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Results 63
4.2 Major Findings of the Study 75
4.3 Discussion of Findings 77
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 82
5.2 Conclusion 84
5.3 Recommendations 86
5.4 Educational Implications of the Study
87
5.5 Limitations
of the Study
88
5.6 Suggestion
for Further Study 88
REFERENCES 89
APPENDICES 98
LIST OF TABLES
4.1: Mean achievement scores
of students taught chemistry using vee mapping concept mapping and lecture method 63
4.2: Analysis of Covariance
(ANCOVA) for the Mean Achievement Score of students taught chemistry Using Vee Mapping, Concept Mapping and Lecture Method 64
4.2b: Post Hoc Test Multiple Comparison of
the Difference in Achievement among the groups 65
4.3: Mean Achievement Scores of Male and
Female Students Taught Chemistry Using Vee Mapping Teaching Strategy 66
4.4: Analysis of Covariance on the Mean
Achievement Scores of Male and Female Students Taught Chemistry Using Vee Mapping 67
4.5:
Mean Achievement Scores of Male and Female Students Taught Chemistry Using Concept Mapping Teaching Strategy 68
4.6: Analysis
of Covariance on the Mean Achievement Scores of Male and Female Students
Taught Chemistry Using Concept Mapping Teaching Strategy 69
4.7 Mean interest scores of
students taught Chemistry Using Vee Mapping, Concept Mapping and Lecture Method 70
4.8 Analysis of Covariance
(ANCOVA) for the Mean Interest
Scores of Students taught Chemistry using Vee Mapping, Concept Mapping and Lecture Method
71
4.8b: Post Hoc Test Multiple Comparison of
the Difference in Retention among the groups 72
4.9 Differences in the Mean Interest
Scores of Male and Female Students Taught Chemistry Using Vee Mapping Teaching Strategy 73
4.10 Analysis of Covariance
(ANCOVA) for the Mean Interest
Scores of Male and Female Students Taught Chemistry Using Vee Mapping 74
4.11
Mean Differences in the Mean Interest Scores of
Male and Female Students Taught
Chemistry Using Concept Mapping Teaching Strategy 75
4.12: Analysis of Covariance
(ANCOVA) for the Mean Interest
Scores of Male and Female Students Taught Chemistry Using Concept Mapping 76
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Science education is the foundation
of sustainable devolvement as it protects human societies from ignorance,
illiteracy, disease and poverty. Chemistry is one of the most important
subjects in science education.
Chemistry
is one of the core science subject taught at senior secondary schools level
(SSS) in Nigeria. It is a science subject which deals with the study of the
structure and composition of matter Adejoba, Akinyemi, Adu, Olaobaju &
Abuyomi, (2002) explains that Chemistry is one of the three main branches of
pure science that deals with the composition, properties and uses of matter.
Operationally, Chemistry is the study of matter, its structure, composition,
transformation, uses and energy consequences of its behaviors (Njoku, 2010).
Chemistry is also one of the basic sciences (Biology, Chemistry, and Physics)
that are essentially needed for a nation’s technological development (Njoku, as
cited in Akwali, 2014). This is because many materials that are used in the
society today are inventions resulting from practical works in Chemistry. There
is hardly a branch of national economy which does not make use of the physical
Chemistry techniques (Abe, 2003). For instance, Chemical analysis is important
in controlling quality of raw materials, intermediate and finished products.
Therefore, Chemistry as a subject offered at senior secondary school in Nigeria
takes a central position in science and technology. It is a subject that
studies the structure, interactions, transformations and the energy
consequences of matter.
The
objectives of Chemistry curriculum at the senior secondary school level
include: to show Chemistry and its link with industries, everyday life benefits
and hazards, and to provide a course which is complete for individuals not
proceeding to higher education (Federal
Ministry of Education FME, 2007). Therefore, Chemistry is necessary to develop
both the individual and the entire society. It is a necessary prerequisite and
integral part of such professions as Medicine, Pharmacy, Dentistry, Home
Economics, Food Science, Engineering to mention but a few. Chemistry education
is required to meet up with increase in demand for science and technology by
private and government establishments. Without effective Chemistry education,
our nation will likely remain impoverished.
This is because the natural resources
which abound in Nigeria need to be harnessed, processed and converted to needed
products for optimum use. Our solid minerals such as coal, columbite, tin, iron
ore, kaolin, lime stone, gold, uranium and agricultural produce like animal
hides and skins, rubber, palm produce, groundnut, cassava and so on are
underutilized (Adara, 2013). Chemistry education would be very essential for
more effective utilization of these resources. Chemistry is one of the subjects
offered at senior secondary school which is optional at this level. It is a
common practice at senior secondary school level to advice students to choose
their career subjects. Students choose chemistry due to interest and career
prospects.
These
among others, are the reasons Federal Ministry of Education gave it a place as
a core subject and non-vocational electives (FME,2007). However, as important
as Chemistry is, science educators have been lamenting over the poor
achievement and interest of students in the subject in our senior secondary
schools for the past decades (Mari, 2012; Njoku, 2012). Despite all the
importance attached to chemistry as a key science subject, student’s
achievement in the subject has been unimpressively poor over the years. For
instance, students’ percentage pass with credit and above in external
examination like West African Senior School Certificate Exam (WASSCE) in the
years 2014, 2015, 2016, 2017 were 23%, 31%, 22.94% and 38.98% respectively
(WAEC Annual Reports form 2014 – 2017).
Many
factors have been attributed to the observed poor performance and lack of
interest in Chemistry by students. Some of these factors include teaching
method used by Chemistry teachers, difficult nature of the topics/concepts,
lack of equipment and instructional materials and so on (Ali, 2018; Adara,
2013). Students’ poor performance and interest in Chemistry for quite a long
time now has resulted to inadequate number of students offering Chemistry
oriented courses in tertiary educational institutions in Nigeria (Nzewi, 2010).
The persistent poor performance might have also contributed to poor economy,
poor industrialization, these might lead to lack of job, starvation, high
maternal and infant mortality rate, spread of disease and sickness,
environmental unfriendliness, lack of peace to mention but a few, because most
of the materials that are used in the society are resources resulting from the
practical/analytical work in chemistry. Owing to the poor achievement of these
students, they will be found wanting in producing these resources in the
industries, society and everyday life.
Professionals required to take care of those problems can only be
effectively produced through Chemistry education (Ukwungwu, 2010).
The
West African Examination Council Chief Examiner’s reports (2015-2017) have also
consistently highlighted some of the difficult concepts/ topics the candidates
performed poorly as to include: collision theory, rate of chemical reaction,
factors affecting rates of chemical reaction, rate constant and rate laws. electrolysis,
chemical equilibrium, mole and mole ratio, geometric isomerism, balancing
chemical equations, IUPAC nomenclature, structure of organic compounds, Gay
Lussac’s law and solubility. The report also goes further to enumerate
candidates’ weakness as poor language expressions, inability to adhere to
instructions, poor interpretation of questions, inability to tackle numerical
questions, poor definitions, omission/wrong units, inability to write balanced
equations, use of formulae instead of names, poor drawing skills, inability to
read and interpret graph, inability to draw sensible inference from recorded
observations. Kozma and Russell (2014) also confirm that the concept of
chemical equilibrium is very difficult to understand. Adesoji (2008) discovered
that the students perceived thirteen out of twenty (65%) topics in Chemistry as
difficult.
The topics perceived to be difficult by
students according to the study are: reaction time and rate, collision theory,
gaseous state and gaseous laws, organic chemistry, structure and energy level
of atom, qualitative analysis, quantitative analysis, rate of chemical
reaction, chemical equation, non-metals and their compounds, thermochemistry,
nuclear chemistry, and astronomical chemistry. Ali (2018) opines that the most
important factor for effective learning to take place in science is an
interesting instructional approach used. Njoku (2019) maintains that teachers
are always under intense pressure to cover the curriculum and get students
ready for external examinations. This makes teaching of Chemistry inadequate as
special approach needed for the teaching of difficult chemistry concepts are
often over looked. Learners therefore find the subject irrelevant to their
daily experience and survival needs in their sociocultural and economic
environment. Agbi (2006) also attributes students’ poor performances in
Chemistry to poor instructional approaches involving excessive teacher-talk,
copying of notes, rote learning as encouraged by lecture method of instruction.
Poor instructional approach is therefore recognized as a major contributor to
poor achievement in Chemistry. Okebukola (2012) suggest a shift and going
beyond the conventional approaches of teaching Science Technology and
Mathematics (STM), for better performance and interest in STM education in our
primary and secondary schools. Adesoji (2008) reported that shifting and going
beyond the conventional teaching approaches implies adopting the innovative
approaches to teaching and learning of which Vee-mapping is among.
Vee-mapping
is one way of making laboratory work more meaningful, it helps learners
understand how new knowledge is attained in an experimental situation. Vee-maps
concentrate students' attention on the focus question, the event to be
observed, and direct students to interpret results in terms of their prior
knowledge. This process assists students to obtain on overall view of the
laboratory exercise and to see how theory is linked to experimental work
(Chauhan, 2009). Vee mapping is a teaching approach where students use a
V-shaped map to represent key elements (ideas) that are contained in the
structure of knowledge. The key elements usually referred to as the Vee
heuristics form the point of focus in knowledge creation in the objects or events
that learners observe (Gowin as cited in Chauhan, 2009). The Vee map has two
sides. The left hand side represents the theory and is referred to as the
conceptual side. It outlines the philosophy, theories, principles and concepts
that guide learners in selecting or constructing objects or events to be
observed in the learning process. The right hand side represents the
methodology, often referred to as methodological side which highlights the
knowledge and value claims as well as data recording and transforming
procedures. Placed in the middle of the Vee map is the focus question and
events or objects to be observed in the learning process (Chauhan, 2009).
The
central idea in using a vee map is that every element shown is interdependent
with every other element on the vee. The fundamental assumption is that
knowledge is not absolute, but rather it is dependent upon the concepts,
theories and methodologies by which we view the world. This assumption is
supported by several views of epistemology. Vee maps foster interplay between
conceptual and methodological elements and the resultant knowledge or value
claims. The knowledge claims are integrated into an individual’s cognitive
meaning frameworks. Novak (as cited in Okolocha & Onyeneke, 2013) and his team
carried out a study on the use of vee mapping in learning Chemistry at high
school level. The study was done simultaneously with that of concept mapping.
The findings of the study revealed that most students were relatively
successful in using the vee maps and that performance improved. This can be
attributed to the fact that vee-mapping helps the students to sort out events
or objects under study, key questions being addressed, major claims derived
from the records or transformed records and the consistency between concepts,
principles, records, events or objects and the stated claims.
On
the other hand; a concept map is a diagram showing relationships between
concepts, connected with labelled arrows, in a downward-branching hierarchical
structure. A concept map presents the relationships among a set of connected
concepts and ideas. The relationship between concepts is articulated in linking
phrases like: “give rise to”, “results in”, “is required by,” or “contributes
to”, (Novak as cited in Gowin, 2016). The technique of concept mapping was
developed by Novak at Cornell University in the 2000s, as a way to improve
science teaching and learning through a more innovative teaching strategy. Concept
mapping teaching strategy (CMTS) as stated by Cherry-Bell (2003) is a
constructive and classification graphic organizer of ideas which use the
cortical skills to unlock the brain potentials. Hence, it is a powerful graphic
organizer of ideas, which provides a universal key to unlock the potentials of
individuals brains, in that it harnesses the full range of cortical skills,
words, images, numbers, logic, colour and spatial awareness in a single
uniquely powerful manner. In doing so it gives the learner freedom to roam the
infinite expenses of his or her brain storming activities. Both vee and concept
mapping teaching strategies are students centered and should be upheld for more
effective learning to take place. Researchers have found in different occasions
that vee and concept mapping teaching strategy effectively solve instructional
problems (Chukwura, 2002). Pankratius, Udeani, Markor and Loaning (as cited in Cullen,
(2010) have reported that concept mapping strategy has become a viable
educational tool/medium that can help teachers become more effective, fosters
curriculum development and promotes students Achievement and interest in
Chemistry.
Achievement
and interest in Chemistry may be influenced by gender. Gender is defined as a
socially ascribed attributes which differentiates feminine from masculine
(Okeke, 2017). Gender disparity in education is a worldwide phenomenon. The
issue of closing gender gap in technical subjects, sciences, mathematics and
vocational subjects has remained elusive.
Some
parents perceive that some subjects are meant for one particular gender. Adara
(2013) stated that female students rarely enroll into technical and science
related courses as a result of teachers teaching methods which change their
interests and their achievements. However, Okeke (2017) asserted that the
consequences of gender stereotyping cut across social, economic, political and
educational development especially in the area of science and technology. Nwosu
(2011) on a study on gender and achievement have indicated that male students
perform slightly better than female counterparts in science related tasks.
Nwosu opined that even though male student may perform slightly better than
female cognitive ability, type of exposure among other factors may relate more
strongly on achievement level in science than gender. However, both interest
and achievement in both genders may be enhanced by use of appropriate teaching
strategy. Since Chemistry plays a vital role in technological advancement and
is also one of the core and basic science subjects taught in schools, both
gender should have equal opportunity to learn and to achieve in Chemistry.
However;
some studies reported that there is no significant difference between the male
and females in academic achievement (Deighton, 2001). Anaekwe (2017) found out
that there was significant difference in the mean achievement scores of male
and female student in chemistry in favour of the male students; similarly
Ifeakor (2015) found out that there are significant differences in the mean
achievement scores of male and females in favour of the males. Nwogu (2015)
found out that gender sensitization instructional approach is more effective in
the achievement and interest of students in basic science than the conventional
instructional approach. Rivgo (2000) reports exposing female students to small
group cooperative interaction learning style makes them attain high cognitive
achievement in chemistry. This is in line with Nzewi (2010) who is of the
opinion that females prefer cooperatives environment for optimal performance to
competitive environment. While comparing male and female student in performance
in science, Njoku (2012
)
states that male students always dominate learning activities in co-educational
schools when the instructional strategy adopted is competitive. These
researchers used different strategies in teaching secondary school chemistry
and found significant differential gender influence in the study. Therefore,
research findings have shown contradictory evidence in achievement of students
in gender groups in chemistry. This is suggestive of the fact that with
learning methods and strategies such as vee and concept mapping teaching
strategies differently gender could equally have effects on students’ academic
achievement. Adara (2013) opined that the role of the Chemistry teacher as a
facilitator of learning is to encourage active participation of the students,
also ensures that they are focused in what they are learning for proper
acquisition. This will help their improvement in the knowledge of theory and of
practical and will also stimulate their interest to achieve meaningful learning
and greater academic achievement.
Interest
is a subjective feeling of intentness or curiosity over something (Adara,
2013). It is the preference for particular type of activities, thus, the tendencies
to look out for and participate in certain activities. According to Chungchiel
& Newman (2008), students’ interest in Chemistry is jeopardized by the
teachers’ authoritarian and introverted styles. These styles reduce all
Chemistry to a series of formula and equations written on the chalkboard which
make little or no meaning to the students. So, Chungchiel and Newman (2008)
advocated the use of self-learning devices as a way of getting students
interested in Chemistry. There is need therefore to teach Chemistry in an
inspiring manner in order to achieve meaningful learning. Interest is an
important variable in learning because when one becomes interested in an
activity; one is likely to be deeply involved and inspired to learn.
Achievement is a term used to indicate the degree of success
attained in some general or specific areas. In
the context of this study, academic achievement refers to the extent to which
students have achieved mastery of the objectives of the subjects they are
exposed to in school. Obodo (2010) also defined
achievement as the extent or degree of attainment of students in tasks,
courses, or programs to which they were sufficiently exposed. Baird
(2009) asserted that achievement is quantified by a
measure of the student’s academic standing in relation to those of other
students of his age. Students’ achievement connotes performance in school
subject as symbolized by a score or mark on a test or examination.
According to Ausbel (2003), achievement means a successful performance or
outcome in learning science, using student’s effort and the use of innovative
strategies which are students centered.
According
to Aremu and Sokan, (2013), poor academic achievement has been observed in
school subjects especially Chemistry among secondary school students. The level of students’ mass failure in chemistry
examination is worrisome and poses a great question to what is happening at
classroom level in the secondary school. Some researchers have earlier
suggested that teacher’s incompetence was a major contributing factor. Other
researchers like (Ifeakor, 2015) attributed the low achievement in secondary
school chemistry to teachers’ non-utilization of appropriate teaching
strategies instead most chemistry teachers use conventional teaching methods
like lecture teaching method (LTM). Conventional teaching methods which also
involve rote learning and text-book reading do not encourage student’s
activities such as group discussion, manipulating of objects, experimentation
and creative thinking which are necessary for real science learning. Hence the
need for exploration of other novel teaching strategies like vee and concept
mapping teaching strategies (Dike & Chinda, 2017).
This study is therefore, designed to determine the effect of vee and concept
mapping teaching strategies on students’ achievement and interest in chemistry
in senior secondary schools in Akwa Ibom State.
1.2 STATEMENT OF THE PROBLEM
Chemistry
being one of the basic and core science subjects is designed to equip the
students with the knowledge of relevant concepts and scientific skills. In view
of the usefulness of Chemistry in nearly all fields of human endeavors (like
Agriculture and industries), the lack of interest and poor achievement of
students in Chemistry at both secondary and post-secondary levels have been
sources of concern to various people and government at various times. Despite
the importance of chemistry to mankind and the efforts of researchers to
improve on students’ achievement in the subject, the achievement of students’
in chemistry remains low in Nigeria. Poor students’ achievement in Chemistry is
alarming. Despite the fact that many studies have been carried out to
ameliorate the bad situation. Many instructional approaches have been proffered
by psychologists like Brunner, Piaget, Gagne, and Ausubel for improved
achievement in Chemistry and other sciences. It strongly believed that the
instructional approach adopted by Chemistry teacher in teaching Chemistry might
to a large extent be responsible for the observed consistent poor achievement
in Chemistry. It has been observed that many chemistry teachers today employ
the conventional teaching methods like lecture method and this seems not to be
effective in fostering learning and enhancing achievement. The conventional teaching methods lack student’s
cooperation and as such results in students lack of interest and poor
achievement in the subject. Adequate students’ cooperation and interactions are
required for learning and transfer of learning in Chemistry concepts, which are
mainly difficult, and abstract. Such cooperation and interaction may be found
in innovative teaching strategies like the vee and concept mapping teaching
strategies. Hence, the researcher wants to determine
whether the use of an innovative teaching technique like vee and concept
mapping teaching strategies would improve the
interest and achievement of students in Chemistry in secondary schools.
The problem of this study put in question form is; what are the effects of vee
and concept mapping teaching strategies on students’ interest and achievement
in Chemistry?
1.3 PURPOSE OF THE STUDY
This
study investigated the effects of Vee and concept mappings on students’
interest and achievement in Chemistry in Akwa Ibom State. Specifically, the
study sought to;
1. determine
the mean achievement scores of students taught chemistry using vee mapping,
concept mapping and lecture method.
2. determine
the difference in the mean achievement scores of male and female students
taught chemistry using vee mapping teaching strategy.
3. ascertain
the difference in the mean achievement scores of male and female students
taught chemistry using concept mapping teaching strategy.
4. determine
the mean interest scores of students taught Chemistry using vee mapping,
concept mapping and lecture method
5. determine
the difference in the mean interest scores of male and female students taught
chemistry using vee mapping teaching strategy.
6. determine
the difference in the mean interest scores of male and female students taught
chemistry using concept mapping teaching strategy.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study:
1. What
are mean achievement scores of students taught chemistry using vee mapping,
concept mapping and lecture method?
2. What
are the differences in the mean achievement scores of male and female students
taught chemistry using vee mapping teaching strategy?
3. What
are the differences in the mean achievement scores of male and female students
taught chemistry using concept mapping teaching strategy?
4. What
are the mean interest scores of students taught Chemistry using vee and concept
mapping and lecture method?
5. What
are the differences in the mean interest scores of male and female students
taught chemistry using vee mapping teaching strategy?
6. What
are the differences in the mean interest scores of male and female students
taught chemistry using concept mapping teaching strategy?
1.5 HYPOTHESES
The
following null hypotheses formulated were tested at 0.05 level of significance.
1. There
is no significant difference in the mean achievement scores of students taught
chemistry using vee mapping, concept mapping and lecture method.
2. There
is no significant difference in the mean achievement scores of male and female
students taught chemistry using vee mapping.
3. There
is no significant difference in the mean achievement scores of male and female
students taught chemistry using concept mapping teaching strategy.
4. There
is no significant difference in the mean interest scores of students taught
Chemistry using vee and concept mapping and lecture method.
5. There
is no significant difference in the mean interest scores of male and female
students taught chemistry using vee mapping.
6. There
is no significant difference in the mean interest scores of male and female
students taught chemistry using concept mapping.
1.6
SIGNIFICANCE
OF THE STUDY
The
findings of this study will be of immense help to the following groups: chemistry
teachers, students, curriculum planners, school administrators, government and
education researchers in the following ways:
Chemistry
teachers will adopt these new strategies (vee and concept mapping) which will
make learning more meaningful to the students. Chemistry teachers will be armed
with two pragmatic methods which will help them teach effectively. Teachers
will also be exposed to more problem solving skills when they apply these
innovative teaching strategies. The study also provides insight into how
attention as well as negative disposition to learning chemistry can be
motivated. This is because vee and concept mapping are students centered. Their
instructional purpose includes motivating and gaining students attention and
even makes abstract information more concrete. It is hoped that these insights
would provide useful information on how learning techniques in secondary
schools may positively affects students on their study of chemistry. Concept
maps the concepts and principles might generate attention and facilitate better
achievement. The drawings, painting of maps and pictorial adjunct will promote
their arousal and active participation.
The
findings will reveal to the students whether vee and concept mapping enhance or
inhibits student’s achievement in chemistry. If students are actively involved
in their lessons, they will achieve better in external examination like West
African Senior School Certificate Examination WASSCE, Unified Tertiary
Matriculation Examination UTME and so on when they sit for them.
The findings of this study will also be useful to students in
secondary school. The students will benefit from the result of the study by
getting a better understanding of Chemistry concepts since it will be presented
in hierarchical order (from simple to complex).This in effect, will enable
students acquire knowledge of the environment and preservation of chemical
substances. The students will be able to work more cooperatively to achieve
higher cognitive skills like critical thinking and problem solving to enable
them tackle societal problems.
Curriculum planners will also benefit from the finding of this
study as it will be made available to the school through them after the work
has been published and recognized for inclusion in schools curriculum. The
findings will also provide empirical evidence for curriculum planners on the
effectiveness of learning using vee and concept mapping
teaching strategies in teaching Chemistry in senior
secondary school. The information will hopefully influence future trend in
Chemistry curriculum development and implementation.
Also, the findings of this study which will identify the learning
strategy that can be used
to improve learning in Chemistry could be used by researchers as a valuable
reference
material in school libraries for further research in Chemistry or other
discipline.
1.7 SCOPE OF THE STUDY
The
study was delimited to SS2 chemistry students in Akwa Ibom State. The study
investigated the effects of vee and concept mapping teaching strategies on
interest and achievement of secondary school students and on selected few units
of the SS2 chemistry curriculum. The units are: rate of chemical reaction,
factors affecting rate of chemical reaction, introduction to collision theory,
rate constant and rate laws (Federal ministry of education curriculum, 2018).
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