ABSTRACT
The study is aimed at examining Framing Instructional Strategy and senior secondary school chemistry students’ Achievement in Stoichiometry in Aba Educational Zone of Abia State. The study adopted quasi experimental design. Three research questions and six hypotheses were formulated to guide the study. The population of the study comprised all the 2,275 chemistry students of 2015/2016 session in public secondary schools in Aba Educational Zone of Abia State. Multi-stage sampling technique was used to select 72 chemistry students and the use of intact classes was involved. A 30 item multiple choice Stoichiometry Achievement Test (SAT) with options A-D was developed which covered the SS2 chemistry curriculum. The content areas are particulate nature of matter, symbols, formulae and equations, mass-volume relationship. The reliability of the instrument was established using Kuder-Richardson KR-20 and it yielded an estimate of 0.72. The data collected were analyzed using mean and standard deviation for research question while the hypotheses were tested using Analysis of co-variance (ANCOVA) at 0.05 level of significance. The findings of the study, among others, showed that there was significant mean difference between achievement scores of students taught with framing instructional strategy and those taught with lecture method. It was recommended that chemistry teachers should use framing instructional strategy in teaching of stoichiometry, among others.
TABLE
OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Appendices x
Abstract xi
CHAPTER 1: INTRODUCTION 1
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 Research
Hypotheses 9
1.6 Significance
of the Study 10
1.7 Scope
of the Study 11
CHAPTER 2: REVIEW
OF RELATED LITERATURE 12
2.1 Conceptual
Framework 12
2.1.1 Metacognition 12
2.1.2 Cognitive
Vs metacognition strategies 15
2.1.3 Metacognition
instructional strategies 17
2.1.4 Framing
instructional strategy 17
2.1.5
Concept mapping 19
2.1.6 Advance
organizers 20
2.1.7 Lecture
method 21
2.1.8 Concept
of stoichiometry 23
2.1.9
Achievement in chemistry 26
2.2 Theoretical
Framework 27
2.2.1
Ausubel’s learning theory (1962) 27
2.2.2 Theories
of metacognition 30
2.2.2.1
Flavell’s theory of metacognition (1976) 31
2.2.2.2 Brown’s
theory of metacognition (1987) 35
2.2.3 Sources
of metacognitive theories 36
2.3 Related
Empirical Studies 37
2.4 Summary of Literature Review 47
CHAPTER 3: METHODOLOGY 49
3.1 Design of the Study 49
3.2 Area of the Study 49
3.3 Population for the Study 50
3.4 Sample and Sampling Techniques 50
3.5 Instrument for Data Collection 51
3.6 Validation of the Instrument 52
3.7 Reliability of the Instrument 52
3.8 Method
of Data Collection 52
3.8.1 Experimental
procedure 53
3.8.2 Control
of extraneous variables 55
3.9 Method of Data Analysis 56
CHAPTER 4: RESULTS
AND DISCUSSION 57
4.1 Results 57
4.1.1 Research
questions 57
4.1.2 Hypotheses 60
4.2 Major
Findings 64
4.3 Discussion 65
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATIONS 68
5.1 Summary 68
5.2 Conclusion 71
5.3 Recommendations 72
5.4 Educational
Implications of the Study 72
5.5 Limitations
of the Study 73
5.6 Suggestion
for Further Studies 73
References 74
Appendices
LIST
OF TABLES
3.1 Summary
of experimental procedure 54
4.1 Pretest and posttest achievement mean
score and standard deviation
of
scores of students in stoichiometry achievement test due to teaching
methods 57
4.2 Pretest and posttest mean achievement
score and standard deviation
scores
of male and female students in stoichiometry when taught using
the framing instructional strategy and lecture
method as measured
by stoichiometry achievement test 58
4.3 Pretest and posttest mean achievement
scores of students in urban and
rural
areas when taught stoichiometry using framing instructional
strategy
and lecture method 59
4.4 Analysis of covariance (ANCOVA) for mean
achievement score of
students
– stoichiometry achievement test (SAT) when taught framing
instructional strategy and lecture method 60
4.5 Analysis of covariance (ANCOVA) for mean
achievement scores of the
male
and female students in stoichiometry test (SAT) when taught using
framing
instructional strategy and lecture method 61
4.6 Analysis of covariance (ANCOVA) for mean
achievement scores of the
students
in schools located in urban and rural areas in stoichiometry
achievement test (SAT) when taught using framing and
lecture method 62
4.7 A 3–way ANOVA for interaction effect
among teaching, gender and
location
among students in SAT when taught using FIS 63
LIST
OF APPENDICES
A Test blue for SAT 84
B Distribution
of school in aba educational zone into urban
and
rural 90
C Lesson plan for experimental group final copy 91
D Lesson plan for control group final
copy 121
E Teachers’ training kit 124
F Reliability report 130
G SPSS report SAT 131
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Chemistry is fundamental to
everyone’s life and permeates almost every aspect of man’s existence. Chemistry
is essential for meeting basic needs of food, clothing, shelter, health, energy
and plays a vital role in the advancement of technology (Ababio, 2011,
Amajuoyi, Joseph & Udoh, 2013). Chemistry has been identified as the core
of the basic sciences and one of the science subjects stipulated by the
National Policy on Education (Federal Republic of Nigeria, 2013) which students
must compulsorily offer to enable them gain admission into Nigerian tertiary
institutions to study any of the sciences and science related courses.
Chemistry is involved in several
fields of study and candidates are expected to satisfy the requirement of at
least a credit in chemistry in the West African Senior School Certificate
Examination (WASSCE) to qualify to study courses like medicine, Pharmacy,
industrial chemistry, Biochemistry, Chemical Engineering and other applied
sciences in tertiary institutions (Jegede, 2012). The need of increase in
performance of students in chemical knowledge has led to the reorientation in
the teaching of Chemistry. This is done in a way that is designed to increase
literacy, sustain interest in the subject and help develop relevant problem
solving skills. For instance, there have been several revisions of the
secondary school science syllables in Chemistry, such as the revised curriculum
of 6-3-3-4 and 9-6-4 systems.. (Federal Ministry of Education 2007).
In spite of the importance of
chemistry, students’ enrolment and performance in chemistry have not been
impressive over the years (West African Examination Council, 200; Udo &
Eshiet, 2009). Analysis of students’ enrolment for WASSCE in chemistry between
1998 and 2007 revealed the highest percentage enrolment to be 33.7% in the year
2007 (WAEC, 2007). Ifeakor (as cited in Okonkwo, 2012) reported that a
consistent trend of poor performance of students in Chemistry in the National
Examination Commission between (2004 – 2007).
This
observation could be attributed to student, teacher, home, government, and
examination body – related factors (Okebukola, 2002). In the same vein, the few
candidates who enrolled for chemistry performed poorly. WAEC (2007) noted from
their analysis, that for a period of ten years (1998 – 2007), it was only in
2003 that up to 50.98% of candidates who sat for chemistry in WASSCE passed at
credit level. This trend has always generated concern among scholars, parents,
educators, scientists and the government.
Research reports (Ogunkola 1999, Inyang
and Ekpeyong 2000 (2010).). Shows that poor teaching strategy seems to be a
reoccurring reason for poor achievement in the science classroom. Some teaching
strategies place little demand on the teacher. As a result it becomes easy to
cover the curriculum. Over the years, the most dominant teaching method has
been the conventional “talk and chalk” strategy (Loughran, Mulhall, & Berry
2006). Other conventional methods of teaching, among others include lecture,
discussion, expository which are commonly used by teachers. Olalede (2000)
indicated that the teaching of chemistry in schools in Nigeria has not
completely weaned itself from its historical antecedents in which the class is
dominated by the teacher and the participation of students in verbal
interaction and skill demonstration is limited.
Many educationists have suggested
different strategies in teaching and learning of chemistry topics, Topics like
lecture, discussion demonstration, field trips, inquiry, and mastery learning
methods. Okpala (2006) observed that to be effective, the teacher has to be a
source of information and guide, an organizer of opportunities for learning,
someone who can structure a suitable environment for learning, a superior and a
consultant. The current innovations in teaching, is to determine the most
suitable strategy for a particular learning situation. The strategy used in
teaching either promotes or inhibits learning. A good chemistry teacher must
use appropriate strategy so as to arouse the students’ interest and encourage
them to develop positive attitude for learning outcome. The need to use
appropriate strategies that can stimulate the interest of students cannot be
over – emphasized.
The
teacher has numerous tasks to carry out in the classroom. According to
Simon, Evans, Mc Creedy, Overton and
Summer field (2008) , the traditional
stereotype of the teacher as one who stands in front of the classroom and
“tells” the children has been at odds with views of educationists for many
years now. For the teaching of chemistry to be effective in the secondary
schools, the teaching should involve the task of assisting the students in
making worthwhile and satisfying adjustment to learning. In his view, Nwachukwu
(2009) stated that if the students are not assisted they may not appreciate
learning, since the main duty of the teacher is to remove obstacles from the
learning process and encourage students to learn. He also stated that if proper
adjustments are not made frustration will set in, and learning will not be
effective. Therefore, reduction of frustration is very important for effective
teaching and learning to take place in chemistry.
In
schools, students differ in their academic achievement. Some of the students
perform above their chronological ages. Some of them are average achievers
while some are under achievers. The under achievers may be referred to as a group of learners who lack
either motivation, interest or environmental stimulation as a result. They
perform below the expected ability of their chronological ages. An under
achiever can be described as someone whose achievement is low as his real
potential has not been fully demonstrated because the experiences available to
him have not successfully promoted the innate potential in him (Opara, 2013).
The effect of instructional strategy
on students’ understanding of science concept seems to differ in effectiveness
particularly as it concerns areas perceived to be difficult in chemistry.
Stoichiometry is one of the topics in Chemistry that is perceived difficult.
Majek (2008) reported that students as well as teachers ranked stoichiometry as
one of the difficult area/content to teach. Majek (2008) found that
stoichiometry is difficult not only to learn but also difficult to teach
because of the poor methods adopted. As one of the concepts in modern
Chemistry, teaching it well is essential in understanding other concepts in
Chemistry.
Udosoro (2011) and Badru (2004)
supported the above in their finding that although stoichiometry is important
in modern Chemistry, teachers and students find it difficult to teach and learn
respectively. As one of the concepts in modern Chemistry therefore, teaching it
well is essential in understanding other concepts in Chemistry.
Stoichiometry
is one of the science concepts that pose strong difficulties to students’
understanding. It is been considered as unifying concept linking many aspect of
the subject matter in chemistry curriculum (Olalede 2010). Stoichiometry is one
the concepts in modern chemistry and teaching it well is essential in
understanding other concepts in chemistry.
Although stoichiometry is important
in modern chemistry, research shows that both teachers and students find it
difficult to teach and learn respectively (Udosoro 2011; Badru 2004). This
therefore, emphasizes the need for further research on teaching methods that
could probably enhance the understanding of some chemistry concepts
Stoichiometry is the study of the quantitative
relations between amounts of reactants and products. It is important that
students know the nature of products when other elements react with each other.
Stoichiometry is one of the Chemistry concepts that pose strong difficulties to
students’ understanding. It has been considered as unifying concept linking
many aspect of subject matter in Chemistry curriculum (Olalede 2010).
One of the learning processes found
capable of enhancing learner’s involvement in knowledge acquisition is the
individual’s metacognition Brown & Flavell as cited in, Walsh & Sahis;
(2005). Metacognition is concerned with various strategies used by individuals
to detect, outline and control knowledge. Metacognitive strategy is strategy
that empowers the learner to take charge of his/her own learning in a highly
meaningful way. These metacognitive strategies include organizing strategies,
framing, concept mapping, advance organizers, metaphor, imagery and mnemonics
(West, framer and Wolf, 1991).
Framing
instructional strategy is one of the metacognitive strategies that are
learner-centred and activity based. Framing strategy is a visual arrangement
that enables a substantial amount of information to be put in a grid or matrix
or frame work. Frames consist of main idea in rows and columns which allow information about the main ideas to be
entered in ‘slots’ as facts, examples, descriptions, explanations, processes
and procedures in order to show the relationship among them and within the
concepts. The purpose of teaching is learning. A teacher teaches only what he
or she considers important. In learning the concept of stoichiometry, students
need to move from passive to active and dependence to independence. Students
learn the same concept in different ways, and teachers need to move learning
from teacher – centred to student centred.
As the centre of all learning and teaching revolves around the student,
it will be unwise if the teaching strategy fails to recognize the central
position of the student. The teaching strategy based on the student – centred
approach allows the involvement of the student in an open – ended laboratory
exercise.
However,
most studies in the area of framing are foreign and may not be challenging to
learners in Nigeria. This assertion is strengthened by findings of Anderson
(2005) that school location, classroom organization, home background, and
cultural practices, affect students’ performance in science.
Framing empowers the student to take
charge of his own learning in a highly meaningful way. The student detects
outlines and controls knowledge acquired through instructional materials, which
are in final forms. The student is able to identify and structure knowledge,
making remembering and transferring of learned content to new situation.
Furthermore,
the extent instruction in learning strategy is dependent on gender appears not
to have been resolved. For instance, Furio, Azcona & Guisasola (2002) found
significant difference in chemistry achievement in favour of males. Akintunde
& Lawal (2008) found the same trend in mathematics. But reported a bias in
teaching method. While Opara, (2003) reported that teaching method is not
gender biased.
Balogun,
and Adeniyi as cited
in Nwosu, (2004), have documented the paucity of
Nigerian girls in science and technology. It thus seems that gender
stereotyping is still much in Nigerian Education setting and it may be a
militating factor to chemistry education of girls in Nigerian secondary schools
(Opara, 2003). This study on Framing Instructional Strategy and students’
achievement on stoichiometry would consider gender interaction on academic
achievement of students.
Another
factor that is alleged to influence student’s Achievement in Chemistry is school
location. The effect of school location on students’ achievement has been an
issue of previous research studies. However, no consistent result has emerged.
Jegede (2012) reported that sex and school location have significant influence
on science achievement. Jahun and Momoth (2001) have a contrary report.
Considering the above inconsistencies, this study examined the interaction
effects of framing on gender and school location on achievement in
stoichiometry.
Researchers
are of the opinion that quality teaching is found in the school and it is being
carried out by qualified teachers who can motivate students to learn under
diverse conditions (Nwachukwu 2009 (Nwachukwu, 2009, Olalede, 2010 & Njoku
2004). Motivation is regarded as one of the qualities of achieving good
teaching and learning in schools. Nwachukwu (2009) maintained that students’
motivation to learn can be defined as meaningful value, benefits of academic
tasks to the learner regardless of whether the learning is intrinsically
interesting. Olaleye (2010) reported that students are more effective learners
if they are intrinsically motivated towards learning than if they are
extrinsically motivated. Framing instructional strategy which is activity based
and learner- centred may improve the achievement
of students in Chemistry especially stoichiometry is effectively implemented by
Chemistry teachers in Aba Education Zone of Abia State. It is against this
background that this study sought to investigate the effect of framing
instructional strategy on students’ academic achievement in the concept of
stoichiometry.
1.2 STATEMENT OF THE PROBLEM
Students’
achievement in chemistry has been persistently poor especially in the area of
stoichiometry perennially report on students’ weaknesses in chemical
arithmetic, poor mathematical skills and inability to determine mole ratio from
stoichiometric equations. This has been attributed to poor teaching strategies
adopted for the teaching of chemistry by chemistry teachers which has been
teacher centered for quite sometimes now. The need for change in pedagogy
becomes necessary and framing instructional strategy might be relevant in this
situation.
Chemistry
teachers use discussion and lecture methods frequently in their chemistry
classrooms they present facts and principles contained in textbooks and
students are rarely involved in any practical laboratory exercises. This kills
interests of students in the study of chemistry. Considering the role of
chemistry in the development of science and technology, there is a need to make
sure that chemistry is properly taught most especially the difficult concepts.
This study therefore proposes: That there is a great need on chemistry teachers
to explore a more effective strategy for enhancing performance in chemistry.
Literature is replete with the unresolved status of school location and gender
of the students in science achievement. The questions raised are; how would
framing instructional strategy influenced students’ achievement in
stoichiometry, how would framing instructional strategy interact with each of
gender and school location on students’ achievement in stoichiometry.
1.3 PURPOSE OF THE STUDY
The main purpose of this study was to
the effect of metacognitive instructional strategy on students’ achievement in
stoichiometry. Specifically the study achieved the following objectives:
(i)
to ascertain the effect of framing
instructional strategy on students’ achievement in stoichiometry;
(ii)
to determine the effect of gender on students’
achievement in stoichiometry as measured by SAT.
(iii) To
determine the effect of school location on student achievement in stoichiometry
as measured by SAT when taught with framing instructional strategy.
(iv) to determine the influence of school location
on the students’ achievement in stoichiometry, as measured by SAT.
(v)
to establish the interaction effects of
framing and school location on students’ achievement as measured by SAT.
(vi) Determine the interaction effect of framing
strategy, gender, and school location on students’ achievement in
stoichiometry, as measured by SAT
1.4 RESEARCH QUESTIONS
The
following research questions were formulated to guide the study:
(i) What
are the mean achievement scores of students taught stoichiometry using framing
instructional strategy and those taught using lecture method as measured by
stoichiometry achievement test (SAT)?
(ii) What
are the mean achievement scores of students when taught stoichiometry using
framing instructional strategy based on gender of the students as measured by
stoichiometry achievement test (SAT)?
(iii) What are the mean achievement scores
of students when taught stoichiometry using framing instructional strategy
based on school location as measured by (SAT)?
1.5 RESEARCH HYPOTHESES
The
study was guided by the following hypotheses and were tested at 0.05 level of
significance.
HO1: There is no statistically
significant mean difference between the Achievement of students taught
stoichiometry using framing instructional strategy and those taught with
lecture method.
HO2: There is no statistically
significant mean difference in the mean achievement of students taught
stoichiometry using framing instructional strategy and those taught with
lecture method based on gender.
HO3: There is no statistically
significant mean difference in the performance of students taught stoichoimetry
using framing instructional strategy based on school location.
HO4: There is no significant
interaction effect of framing strategy and gender on students’ achievement in
stoichiometry.
HO5: There is no significant
interaction effect of framing instructional strategy and school location on
students’ achievement in stoichiometry.
HO6: There is no significant
interaction effect on instructional strategy, gender and school location on
students’ achievement in stoichiometry
1.6 SIGNIFICANCE OF THE STUDY
The outcome of this study would be of
immense benefits to students, classroom teachers, school administrators, and
institutions of higher learning. The findings
of the study would benefit students in that they would actively participate in
teaching and learning of chemistry especially content areas that are perceived
as being difficult. It would enable students to have executive control of the
learning process. Each student can post information in his own pattern, rate
and uniqueness. This could motivate students in the course of instruction and
therefore enhance greater interest in the learning of chemistry. The findings
of the study might also be a benefit to the chemistry teachers. Apart from
adding to the number of metacognitive instructional strategies, it may make the
teaching of chemistry more interesting and meaningful by applying framing
instructional strategy and thus improve teachers’ effectiveness by using
framing instructional strategy. The findings of the study might also be of
immense benefit to the teacher training institutes such as College of
Education, faculties of Education in Nigeria Universities and National
Teachers’ Institute. Such training agencies might explore the findings of the
study in the pedagogical training of the modern science teachers. The course
content of chemistry methodology will be enriched by the application of framing
instructional strategy. Students could be grouped based on gender and taught
stoichiometry using framing method.
1.7 SCOPE OF THE STUDY
The study focused on framing
instructional strategy on students’ achievement in stoichiometry. The specific
areas involved were particulate nature of matter, symbols, formular and
equations, and mass – volume relationship. The study was carried out with SS2
students offering chemistry in Aba Educational Zone of Abia State. The study
considered gender and school location of the students in Aba Educational Zone
of Abia State. The SS2 chemistry students were chosen because stiochiometry is
contained in their scheme of work. Aba zone was chosen because the researcher
resides in that zone and that enabled him to ensure an effective monitoring and
supervision of the study.
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