EFFECTS OF COOPERATIVE AND LABORATORY METHOD ON PERFORMANCE AND RETENTION OF STUDENTS IN CHEMISTRY IN SECONDARY SCHOOLS IN JIGAWA STATE, NIGERIA
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EFFECTS OF
COOPERATIVE AND LABORATORY METHOD ON PERFORMANCE AND RETENTION OF STUDENTS IN
CHEMISTRY IN SECONDARY SCHOOLS IN JIGAWA STATE, NIGERIA
ABSTRACT
The study
examined the effects of cooperative and laboratory method on performance and
retention of students in chemistry in secondary school in Jigawa state,
Nigeria. The study was carried out with six objectives, which are to; find out
the effect of cooperative learning strategy on performance of students in
chemistry when compared to conventional lecture method; ascertain the effect of
cooperative learning strategy on students‘ retention ability in chemistry;
investigate the effect of laboratory method on students‘ performance in
chemistry when compared to conventional lecture method and determine the effect
of laboratory method on students‘ retention ability in chemistry among others.
Six research
questions and six hypotheses were formulated in line with the above mentioned
objectives. The study employed quasi – experimental design with a total
population of one thousand three hundred and thirty-two (1332) and a sample
size of three hundred and four (304) which was arrived at using purposive
sampling technique. The Data for the study was collected through pre-test,
post-test and retention test using teacher made test titled Acid Base
Performance Test (ABPT) as instrument.
The data
collected were analyzed statistically using Statistical Package for Social
Sciences (SPSS), version 20. At descriptive level, the research questions were
answered by using mean and standard deviation. At inferential level, hypotheses
1-4 were tested using t-test, also hypotheses 5 and 6 were analyzed using
Analysis of Variance (ANOVA). The findings of the study revealed that students
taught the concept of acid and base using cooperative learning strategy
performed significantly better than those taught the same concept using
conventional method of teaching in secondary schools in Jigawa State that is,
Significant difference exists between the performance of students taught
chemistry concept using laboratory method and those using lecture method in
secondary schools in Jigawa State among other findings. Based on the findings
of the study, it was concluded that students taught chemistry using cooperative
learning strategy performed significantly better
than those
taught using conventional method in secondary schools in Jigawa State and
teaching students using cooperative learning strategy significantly enhanced
students‘ retention ability in chemistry compared to those taught using lecture
method in secondary schools in Jigawa State among others. It was recommended
among others that teachers, school managers and school support officers should
promote the use of cooperative learning strategy as a commonly use strategy in
classrooms as it will promote and encourage students to work together thereby
enhancing students‘ retention ability; and chemistry teachers should use
laboratory method as a commonly used method in teaching in order to enhancing
students‘ performance in chemistry. The researcher also developed a cooperative
learning model tagged ―Field-Jigsaw Cooperative Model (FJCM)‖ with the view to
guiding teachers and researchers alike on how to use the model in teaching and
learning
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is
the greatest tool for national development and is what makes human beings the
greatest specie of all living creatures on earth. Based on this, science and
technology play important role toward this human success and it is therefore
the keys to development for every individual, community or the nation at large.
The basis of every scientific and technological development is education, and
the history of teaching science subjects in Jigawa state secondary schools can
be traced back to the former Kano state from where Jigawa was created. Learning
of science subjects like chemistry, biology and physics at secondary school
level served as the foundation which prepare students to take career in
science. This is the basis of producing science teachers, medical doctors,
engineers, laboratory technologies and so forth who are expected to contribute
their quotas towards the development of their society.
However,
Jigawa State is regarded as one of the educationally disadvantaged states in
Nigeria. It has one of the lowest teacher/pupil ratios and one of the lowest
school enrolment figure, compared to its neighbours in the North –west region.
According to recent statistics on education parameters/surveys, less than 70%
of boys in the state of school age attend schools, while less than 50% of girls
of school age attend school (Nagado, 2016). The state also has one of the
poorest numbers of classrooms, compared to other states in the North-west with
less than 10,000 classrooms in 2015, the ratio of classes versus pupils is so
poor that 67 pupils use a class at primary level, with 61 per class at junior
secondary school level and 44 students per class at senior secondary school
level. By the end of 2015, the number of teachers in senior secondary schools
in the state is so pathetic with the schools having a little more than 2,000
(Nagado, 2016). It appears that only few teachers are committed to the business
and mostly use traditional teaching method (lecture method).
In related
development, the National Policy on Education (NPE) is the major document which
guide and gear the educational activities in Jigawa and Nigeria at large. The
National Policy on Education state that science and technology shall continue
to be taught in an integrated manner in the schools to promote in the students,
the appreciation of practical application of basic ideas (FRN, 2013).To this
end, the place of chemistry in the national secondary schools curriculum in
preparing students to become future scientist cannot be over emphasized.
Chemistry occupies a unique position in the school curriculum, and is central
to many science related courses such as Engineering, Mathematics, Physics,
Agriculture, Biology, Geography and Pharmacy. In view of this, teachers are
always on the go, searching for a better teaching strategies for a successful
and effective delivery which will enhance performance and retention among
chemistry students.
Furthermore,
the policy stressed that individuals (learners) shall be prepared to become
useful members to the society and conversant with the realities of the
immediate environment and the world at large (FRN, 2013). Related to this, Dada
(2012) opined that the dynamic of education requires that every society device
ways not only for ensuring the wellbeing of its members but also, for preparing
a better future for the upcoming generation with appropriate knowledge, skill
and values. Hence the need for teaching science subjects like chemistry in our
secondary schools.
Chemistry as
a subject is been offered in the senior secondary schools of Jigawa state which
are under the control and supervision of the state ministry of education.
Therefore chemistry, as one of the science subjects in secondary schools, has
an important role to play in achieving the above policy statement. This can be
done by supporting students to learn chemistry concepts like air, water, acids
and bases and so forth, which they interact with, in their everyday lives.
However, in
every teaching and learning situation, there should be a very good interaction
between the teacher, learner and the content or the materials to be learned.
The above scenario can be guided by a well stated instructional objectives,
which Yusuf (2012) opined that instructional methods should be selected based
on the instructional objectives expected to achieved. Therefore, for teaching
process to occur successfully, there supposed to be an effective teaching method(s).
There are
several teaching methods/strategies employed by teachers during teaching and
learning which depends on the teaching/learning situation. Many scholars have
identified several instructional strategies in teaching sciences particularly
chemistry. This includes lecture, inquiry, problem solving, demonstration,
cooperative strategy, guided discovery, project laboratories, field trip/
excursion and so forth.
But many
scholars opined that lecture method is predominantly used in our educational
institution (Aina, 2009; Sola & Ojo, 2007; & Suleiman, 2010). Based on
this premise, it seems that chemistry teachers in Jigawa state use conventional
(lecture) method than any other strategies in their teaching. This method is
characterized as teacher –centred because it involved the transmission of
knowledge to learners characterized as one – way flow of information from the
teacher who is always active to the learner who is always passive.
In contrary,
the new trend in teaching now is the learner –centred approach which calls for
the teacher to play the role of supporting the learning process. In this
arrangement, the learner is exposed to the learning situation under the
guidance and support of the teacher.Therefore, chemistry teachers need to
create an enabling environment by way of choosing better learning strategies
which will pave way to a successful teaching and learning process.
It seems
that the use of appropriate instructional strategies which favours the learner
–centred approach may improve performance. Therefore, this study intends to use
cooperative and laboratory method in enhancing performance and retention among
secondary school students in Jigawa state. Moreover, there is consistent
reports of students‘ low performance in science (chemistry inclusive) in
Nigeria (Olatoye & Afuwape, 2004).
Jigawa state
as one of the thirty-six state in Nigeria is not an exception to the above
mentioned trend. Looking at secondary school qualifying examination in Jigawa
state, the data obtained showed that out of 856 students that sat for the
examination in 2013, a total of 339 (39.6%) pass at credit level while 517
(60.4%) fail the exam. Also out of 706 students that sat for the examination in
2014, a total of 379 (53.7%) pass at credit level while 327 (46.3%) fail the
examination (appendix G).
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Based on the
information presented, the study intends to provide some possible solutions
through the use of alternative instructional strategies. Also, to find out
which of the strategies will be more effective in promoting performance and
retention when compared to the traditional (lecture) method among secondary
school two (SSII) chemistry students. It is against this background that this
study intends to determine the effects of cooperative and laboratory method on
performance and retention among chemistry secondary schools students in Jigawa
state, Nigeria.
PROJECT
TOPIC ON EFFECTS OF COOPERATIVE AND LABORATORY METHOD ON PERFORMANCE AND
RETENTION OF STUDENTS IN CHEMISTRY IN SECONDARY SCHOOLS IN JIGAWA STATE,
NIGERIA
1.2
Statement of the Problem
Chemistry is
one of the science subjects offered in senior secondary schools which form the
basis of future scientists and technologists. It appears that chemistry is
considered by many of the secondary school students as a difficult subject and
majority of the teachers use the traditional lecture method often than the
alternative instructional strategies. This may be a reason for students‘ poor
performance in the subject.
Ajewole and
Ivowi cited in Goje (2014) stressed that over the years, results of studies
have shown that students have continue to perform poorly in science, chemistry
inclusive. This is due to so many reasons among which include the choice of the
instructional strategies, the non –availability of resource materials, parents
support towards education of their children, over loaded curriculum, lack of
clearly stated framework for instructional strategies, poor classroom
management and lack of scientific equipment in the laboratories usually causes
poor performance in chemistry (Madugu & Shuaibu in Abdullahi, 2014). This
implies that lack of good instructional strategy employed by chemistry teachers
may cause low performance in teaching and learning of chemistry in secondary
schools.
In related
development, the lecture method is also known to cause lack of interest and
poor performance in science as opined by Njoku (2007). In the same vein,
science teachers are mostly limited to exclusively adopting this method by
telling, reciting and testing of information which is regarded sterile as it
does not convey either the meaning or intent of science. Akpan in Shehu (2016)
specifically stated that lecture method is the method dominating science
teaching in Nigerian Secondary Schools. Therefore, the need for a better
instructional strategy like cooperative and laboratory method is necessary.
Mari, and
Okebukola, cited in Abdullahi (2014) have called for a change from lecture
method in teaching Chemistry. Cooperative and laboratory method are therefore
very important aspect of student -centred learning. Student learn best when
they can work together, discuss what they are doing, help each other and learn
from each other. At present student are not being given the opportunity to do
this in schools (David, 2010). Therefore, the need for change in paradigm is
necessary for better chemistry performance in our schools.
Moreover, it
seems that secondary school students perceived science subjects as difficult.
To be specific, the teaching and learning of chemistry is widely perceived as a
difficult subject because of its specialized language, mathematical and
abstract conceptual nature and the amount of content to be learnt. The
prevailing teaching practices (the traditional approach) do not actively
involve students in the learning process where by making them to be passive
listeners.
Studies have
shown that the use of cooperative and laboratory instructional strategies is a
way of improving quality instruction and subsequently improved students‘
academic performance (Stephen & Donna; Teresa & Gregory, cited in Goje,
2014). Also from the results of chemistry qualifying examinations (see appendix
G), it can be noticed that there is poor performance among chemistry students
in Jigawa state. To that effect, this study attempts to investigates the effect
of cooperative and methodsed instructional strategieson performance and
retention among chemistry secondary school students in Jigawa state.
1.3
Objectives of the Study
The main
objective of this study is to examine theeffects of cooperative and laboratory
method on performance and retention of students in chemistry in secondary
school in Jigawa state, Nigeria. The specific objectives of the study are to:
find out the
effect of cooperative learning strategy on academic performance of students in
chemistry when compared to conventional method;
ascertain
the effect of cooperative learning strategy on students‘ retention ability in
chemistry;
investigate
the effect of laboratory method on students‘ academic performance in chemistry
when compared to conventional method;
determine
the effect of laboratory method on students‘ retention ability in chemistry;
compare
students‘ performance taught with cooperative strategy, laboratory method and
conventional method; and
compare the
retention ability of students taught chemistry with cooperative strategy,
laboratory method and lecture method.
1.4 Research
Questions
The
following research questions are set for answers in this study:
What is the
mean score difference in academic performance of chemistry students taught
using cooperative learning strategy and those taught with conventional method?
What is the
effect of cooperative learning strategy on students‘ retention ability in
chemistry?
What is the
mean score difference in academic performance of chemistry students taught
using laboratory method and those taught with conventional method?
What is the
effect of laboratory method on students‘ retention ability in chemistry?
What is the
difference in performance of students taught chemistry with cooperative,
laboratory and conventional methods?
What is the
difference in retention ability between students taught with cooperative,
laboratory and conventional methods?
1.5 Research
Hypotheses
To answer
the questions raised above, the following null hypotheses were set for testing:
HO1: There is no significant difference in the
performance mean score of students taught chemistry using cooperative learning
strategy and those taught with the conventional lecture method.
HO2: There
is no significant difference in retention ability of students taught chemistry
with cooperative learning strategy and those taught with conventional method
HO3: There
is no significant difference in the performance mean scores of students taught
chemistry using laboratory method and those taught with the conventional
lecture method.
HO4:There is
no significant difference in retention ability of students taught chemistry
with laboratory method and those taught with conventional method.
HO5:There is
no significant difference in performance of students taught chemistry with
cooperative strategy, laboratory method and conventional method.
HO6:There is
no significant difference in retention ability between students taught with
cooperative strategy, laboratory method and conventional method.
1.6 Basic
Assumptions
The study
will be conducted on the following assumptions that:
the students
in the study sample are being taught chemistry lesson using the traditional
lecture method but are not exposed to cooperative instructional strategy.
chemistry
students are not exposed to learning strategies/methods that will enhance
students‘ retention ability.
chemistry
students are not used to laboratory method because teachers prepare to take
their lessons in conventional classrooms even when laboratories are available
in the schools.
students are
only exposed to practical chemistry lesson when it is time for WAEC/NECO
practical examinations
the
students‘ performance in secondary school chemistry is nothing to write home
about.
Instructional
strategies/methods like cooperative and laboratory method enhances students‘
performance in chemistry.
1.7 Significance
of the Study
The study
will be of significance to education as a system, educational
associations/organization and the education stakeholders. The beneficiaries of
this study include; teachers, school authorities, educational planners,
Teachers Registration Council (TRCN), Science Teacher Association of Nigeria
(STAN), students, researchers, text book authors/writers/publishers, ministry
of education at both state and federal level. The study will be of great
significance to chemistry teachers in the adaptation of the appropriate
instructional strategies in teaching chemistry at secondary school level. It
will help the teachers to apply alternative strategies such as cooperative and
laboratory –based instructional methods.
The study
will guide school authorities in appreciating laboratory as the best learning
environment for using laboratory method, and it differs from the conventional
classroom setting there by equipping it with materials and apparatus for
practical activities. Findings from this study will shed more light on how
chemistry lessons should be organized, by identifying the basic roles of the
teachers, learners and the curriculum materials to be developed for effective
teaching and learning of chemistry in line with learner centered approach.
The study
will guide educational planners, like science curriculum planners and school
administrators to accommodate the reality of modern education trend. This can
be achieved by encouraging the teachers to use cooperative and laboratory
method in their teaching and learning processes. Professional bodies such as
Teachers Registration Council of Nigeria (TRCN) can benefit from the findings
of this study in training their prospective members on the effective use of
cooperative and laboratory method. These bodies can encourage professional
teachers in using instructional strategies like cooperative and laboratory
methods which enhance students‘ performance.
Associations
like Science Teachers Association of Nigeria (STAN) can benefit from the
findings of this study by organizing seminars and workshops to their
prospective members on the effective use of instructional strategies like
cooperative and laboratory method on enhancing learner centred strategies.
These associations can encourage teachers and supervisors in using alternative
instructional strategies like cooperative and laboratory method which aid
students‘ performance and retention Cooperative and laboratory method will be
adopted in this study to teach the concept of acid and base. The use of
cooperative and laboratory method in enhancing development of skills that
encourage the learning of abstract and concrete concepts in line with student
centred approach will be considered appropriately in this study in order to
make students more active.
The research
will be of benefit to students by encouraging teachers to actively involve them
during the teaching and learning process. In addition to this, students can
make their own decision by voicing out their understanding of a particular
learning situation.
Fellow
researchers in the fields of curriculum and science education will benefit from
the finding of this study. The finding will add to the existing literature and
also serve as a foundation for further studies in the fields.
Text book
authors or writers/publishers can benefit from this study by using part of the
study literature and also by sharing the findings of the research to the wider
community. This will enable their readers to adopt modern learning strategies
like cooperative and laboratory method in their teaching/learning activities.
In the same
vein, the study is of significance to ministry of education at both state and
federal level. The ministries can use the findings of this study in enhancing
the quality of teaching methods which can change the trend of teaching/learning
from teacher –centred to learner –centred approach. Also the monitoring and the
supervisory units of the ministries can use the findings to improve the quality
of their work in secondary schools.
1.8 Scope of
the Study
This study
examined the effects of cooperative and laboratory method on performance and
retention of students in chemistry in secondary schools in Jigawa state. The
study was delimited to two instructional strategies, that is, cooperative and
laboratory method. The study only considered the two independent variables that
is, cooperative strategy and laboratory method on performance and retention
ability of students in chemistry compared to lecture method.
Only public
senior secondary schools (SSII) students were used for the study. These
category of students are stable because senior secondary III students are busy
preparing for their final examinations, while the senior secondary one (SSI)
are new and not properly settle in the senior secondary school section. Other
variables of the study include acid and base, and students‘ performance. The
study is limited to Senior Secondary school two (II) chemistry students of
Kazaure Education zone, Jigawa state, Nigeria. The study covered a duration of
twelve weeks, that is for both administering the instrument and for conducting
the pretest and retention tests as well.
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