EFFECTS OF INTERACTION TEACHING METHODS, GENDER AND STUDENTS LEARNING STYLE ON SECONDARY SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN CHEMISTRY IN ENUGU STATE
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
All over the world, every country is aspiring to excel in science and technology. These quests are recognition of the role of science and technology in the development of any nation. The above quests have brought some changes in the educational system of many nations. Here in Nigeria interest in education system has shifted from Arts to Sciences. This is evidenced in current admission policy of 60% for Science and 40% for Arts student in tertiary institution in the country (Federal Republic of Nigeria 2004).
The above emphasis on science must be faced with some challenges. One of such challenges is the realization of the objectives of the science subjects at secondary schools level, where the foundations for learning of these science subjects of tertiary level are laid. One of such science subjects studied at secondary schools level is chemistry. Chemistry is a branch of science that studies the make-up of a matter, their properties and products. Aniodoh (2000) opined that proper teaching and learning of chemistry facilitate a candidate enrollment in medicine, pharmacy, nursing, engineering, biochemistry and architecture etc.
Despite the relative important of chemistry, it is very disappointing to note that student’s achievement in the subject has remained consistently poor. For instance (WAEC 2010, 2011 and 2012) student’s results in chemistry are not encouraging. A look at Appendix A, B, C showed that in 2010 the number of students that got credit and above was 50.70% this is likely okey. In 2011 it was 43.69% this is below the average since it is not up to 50%. In 2012 the percentage was only 35.53%. This is a very poor result, the three years result indicate that there is retrogression instead of progression in students achievement for the three years 2010-1012: 50.70% > 43.69% > 35.50% (Chief Examiner Report 2012). In addition, statistics from the West African Examination Council (WAEC, 2009, 2010, 2011, 2012 and 2013) on some selected Senior Secondary School Students’ achievement in Chemistry revealed that the percentage at distinction and credit level has taken a downward trend, it is evident from the table that 182.4% (pass) and 39.2% (failure) of those who sat for chemistry could not use their result for further studies but 24.3% (distinction) and 161.8% (credit) are the candidates that have result that could be used for further studies with in the five years period.
Some research studies have show that poor achievement in science subjects such chemistry are due to inappropriate methods of teaching in senior secondary schools (Okoye; and Okeke 2007, Nwagbo; 2009), learning style of students (Dunn 1992), lack of laboratory facilities, the ability levels of the learners, gender issues, shortage of scientific equipment, teaching learning – environment, student background, student cognitive styles among other variable (Moore; 2000, Mukalia; 2000, Ogunleye; 2002, Eccles; 2002). Report by Okoye and Okeke (2007) explains that the manner in which the subject is presented to students can significantly influence their interest and learning. While the manner of presentation is supposed to be activity – based in secondary school, most Nigeria secondary school teachers rely on lecture/expository methods. Supporting this issue, Norom (2009) asserted that majority of the teachers do not apply appropriate science strategies (guided discovery approach) as identified and recommended to be effective for science instruction (FGN 2004). Therefore, the classroom activities are dominate by teacher-centre instruction instead of learners–centered instruction as stipulated in the chemistry curriculum 1994, 2004 and 2012. Research reports (Nwosu; 1991, Nwagbo; 1999 and Okoli, 2006) explain that expository/lecture method as a teaching techniques, in which one person, the teacher, presents a spoken discourse on a particular subject and shy away from activities–oriented teaching methods like inquiry method, discovery method, investigatory laboratory approach which help the student to attain that self-actualization in the learning of chemistry, dominate the classroom interaction style of chemistry teachers.
Viiri and Saari (2009) opined that lecture/expository methods inhibit learning because there is no room for the student to think among themselves as a result of poor or no interaction between the teacher and students of different learning styles.
Students vary in their academic abilities and learning style which tend to be reflected in the extent to which they are affected by a particular teaching method. This is in line with Okeke’s (2001) assertion that instructional strategies are known to produce different effects on learners. Research report by Diamond and Onwuegbuzie (2001) asserted that there’s a great influence of different teaching methods on learning benefits of students of different ability groups, therefore differences in intellectual necessitate variation in instructional strategies. Also Okeke (1986), Ezeh (1992) and Udeji (2007) opined that teaching methods have differential effects on students of different academic ability levels (low, average, high level) with ones group benefiting more from a particular teaching method than the order. Eze (1992) and Udeji (2007) are of the opinion that with the various methods used, high ability group achieve significantly better than the order group may have different effects on the student’s academic achievement due to the teaching method employed which may not suit all the different groups.
In view of the foregoing, it might be necessary to find out which teaching method will be more effective for students with the different learning style model of Anthony Grasha and Sheryl Reichmann (1974).
Various teaching methods used by teachers in the teaching of chemistry aimed at bringing about meaningful learning, for instance, methods used by science teachers include lecture method, demonstration method, discovery, project, inquiry etc. but the predominantly one that some of the Nigeria science teachers used is lecture method because of its advantages which include the fact that it can cover a large content area at a time, and the student are given the same content at the same time, also this method can be used to teach a large class. Lecture method can be useful in teaching when used in conjunction with other methods specifically to introduce a topic. Although, lecture method is teacher centre because the learner used to be dependent only on the lecture delivered by the teacher. The students were not exposed to enough practice of speaking on their own and hence the interaction among the students in the classroom was almost absent. Thus, the disadvantage is that it affords little or no interaction between the teacher and the students during classroom activities (VIIri and Saari 2009).
Supporting on this Awotua –Efebo (2001) opined that lecture method is mainly teacher –centred, with the student consistently passive and content are taught as absolute knowledge. Lecture method had failed in recognition of the uniqueness of the guided –inquiring based stipulated by science curriculum (2004). Also, this method will not develop inquiry skills on the students in order to acquire scientific concepts, which will lead to better achievement. The science teacher is therefore expected not only to know what to teach but also how to teach it. Based on these, sander (2001) opined that effective learner learn better, while poor teaching would naturally lead to poor teaching and consequently poor achievement.
Research by Udonsoro (2002) and Udeji (2007) showed that the methods employed in teaching science lead to student high interest and achievement. Okafor (2000) showed that the extent on learning taking place in a classroom depends to the great extent on the magnitude with the learner, so as to understand their differences in learning (learning style), the learning materials and the environment, which means’s teachers are the determinate in teaching learning process. Therefore, teachers should provide and interactive teacher – student setting to increase student interest and then make them achieve better. In submission to these Vincent and Ross (2001) asserted that tailoring educational environment and materials to student learning styles increase overall academic achievement. While Research of Montgomery and Groats (2001) on students learning styles and their implication for teaching pointed out that, students learn better when they are taught in their own learning style because they retain a learned task as a result of interest. Therefore interest may be positively related to learning style. This means that when students are taught in their own learning style they show higher level of interest.
Interest is persisting tendency to pay attention and enjoy some activities of content (Chukwu 2002). Interest is an important variable in teaching and learning–environment because when one is interest in a subject such person is likely to devote more time until he/she gets satisfied. Based on these, interest is curiosity over a particular thing. There is always individual differences in everything more especially in learning; in order word’s student brings some differences in the classroom and their learning abilities varies, as a result of these differences will necessitate variation in teaching strategies for these differences in learning process.
The learning theories provide the bases for learning styles, learning styles are relatively stable preference used by which each individual to organized and process information for solving a problem in a learning task. According to Feldman man (2004) “learning style reflects our preferred manner of acquiring using and thinking about knowledge” Emphasis more on this he explain that when a situation has been faced by a person it is his learning style which leads him to acquire, retain and use the knowledge to handle that situation. Everyone has different way to handle the situation around him/her.
Felder (2005) asserted that “students are characterized by different learning styles preferentially focusing on different types of information and tending to operate on perceived information in different ways. Simply, student’s learning style is a particular way with which a student learns the best. Although many research have defines learning style in their own perspective but all agreed that it refers to individual characteristics of learning behaviour which is pervasive and consistent in nature. There are many learning style based on the individual differences or these individual differences reflect different learning styles in human personality. Kolb (2000), Honey and Mumford (2002) describe learning style as an individual preference or habitual ways of processing and transforming knowledge. Vincent & Ross (2001) asserted that tailoring educational environment and materials to students learning style increases overall academic achievement. Thus, a key in getting and keeping student actively involved in learning lies in the understanding of the learning style preferences of the students which can positively influence a student’s achievement. Hence, it would be wise to understand what learning style preferences are, and how to address it while preparing instructional materials for students. Studies indicate that the more the students understand about how they learn, the more likely they will become independent, responsible, self-confident learners (Smith & Benjulli 2003). Also when teacher understand the differences in the learning of his/her student then he/she can now adopt various method in teaching and thereby making the learning concept to be interesting.
The learning style of Anthony Grasha and Sheryl Reichmann will be use in these studies because it focuses on students’ attitudes toward learning, classroom activities, teachers and peers relationship. Grasha and Reichmann (1974) stated that individuals learn best in the situation that meet their social emotional needs and are attuned to their predominant pattern of behaviour. They also proposed that teacher should develop activities which appropriately match their student’s perceptions and styles for their proper involvement in the learning in order to maximize academic achievement, interest and retention of learning in a student. Tinajero and Paramo; (2000) opined that learning style affect how one stores knowledge and retrieves it, when it is needed. Hence, the students learning style may hinder or facilitate knowledge acquisition (Okwo, and Otuba; 2007) from the foregoing analysis it was therefore necessary to make investigation on how interaction teaching method and learning style affect students interest and their academic achievement in chemistry.
Academic Achievement refers to the degree of success reached or attained in some general or special area (Enyi 2004). Achievement is a thing you did which added value made a tangible on noticeable difference and contributed to the advancement of the person. In order words, achievement is the extent of success attained by an individual on a task he has earlier been exposed to. Learning achievement mean gain in knowledge, it is a successful performance on a specific task. It is measured by performance indicators like percentiles and ranks. The ultimate goal of all the efforts of psychologists and educationists is to maximize learning achievement. That is, for learners or student to attend the goal or attainment of objectives. Corroborating this assertion Udousoro (2002) and Udeji (2007) suggest that there is need to carryout more studies to clarify issues related to interest and achievement as it concern methods of teaching. The method in any teaching and learning situation is very important because the way a teacher presents subjects matter to learners may make them to like or dislike the subject. It has been reported by Mtsem (2011) that teaching method affects the responses of students and determines whether they are interested, motivated and involved in a lesson in such a way as to engage in a good learning. What constitutes good teaching and learning of school subjects is the use of appropriate methods of teaching. Ogunniyi (2009) asserted that one of the most persistent and compelling problems besetting achievement in Nigeria is poor quality of teaching. Abakpa (2010) opined that instructional strategies adopted by teachers influence the cognitive, affective and psychomotor outcomes of the learner differently as a result of differences in their learning styles. Supporting on these issue Nwagbo and Norom (2009) is of the view that there is need to shift from teacher-centre approach to student-centre approach.
The student centre approach is an innovative method that enables each student to work at his own pace thus accommodating both the fast and slow learners. However, snow Cronbach snow (2000) report on Aptitude – Treatment interaction (ATI) asserted that some instructional strategies (treatments) are more or less effective for particular individuals depending upon their specific abilities. As a Theoretical Framework, ATI suggests that optimal learning results when the instruction is exactly matched to the aptitudes of the learner. Thus, the objective of ATI is to find out the effective and efficient teaching method that will be most effective for students of different learning style. Also the teaching method can have different effect on different levels of acceptance, for girls and boys i.e. learning by gender.
The issue of gender differentiation is a very strong issue in Nigeria culture. There is general belief among Nigerians that boys are superior to girls in terms of physical cognition and logical reasoning (Anagbogu; 2002). Neathery (2000) pointed out that unequal division into masculine and feminine has effect on students’ interest in learning science. Stressing on this he found out that boys have more interest in science subjects than girls while Iloputaife (2001) and Eze (2001) are of the opinion that achievement, interest and retention in science are not influence by gender. However, learning styles are the reflections of individual differences or preferences among learners, which impact learning. Male and female students possess biological, social, psychological and emotional differences. Ie there are variety of responses in students perception, thinking, feeling and acting even in one gender. There may be variety of different in different genders. The research shows the male students posses different learning styles than female students. Verma and Tiku (2000) they found out that male and female student are similar on independent, dependent, avoidant, collaborative and competitive learning styles and different on participant learning style. The female students have strong preference for participant learning style. Verma and Kumari (2004) also conducted a study on learning style differences by gender and result showed that female students tend to have relatively more preference of field independent and environment oriented learning style than male counterpart. Tinajero and Paramo, (2000) asserted that differences in learning style among learners necessitate variations in instructional strategies. In line with this, Okwo and Otuba, (2007) opined that students learning style may hinder or facilitate the acquisition of knowledge in science. There is a need to investigate how students learning styles may influence interest and achievement in chemistry. This is because students learn best when they are taught in their own learning styles (Dunn 2002). Also Bahar and Hansell, (2006) are of the opinion that the knowledge of a student learning style is very useful in teaching him/her. Student’ learning outcome in a subject is associated with learning styles, this help to measure teacher effectiveness and learning outcome (Kalu, 2004).
As a result, the present studying is interested to find out the joint effects of teaching methods (discussion, demonstration, lab practical work) on gender and the learning style of student on their achievement and interest because the extent to which interaction teaching method (discussion, demonstration and lab. practical work) and learning style affect student interest and achievement in chemistry are yet to be empirically investigated. On this lies, the overall inspiration on this present study to find out which of three methods: discussion, demonstration and laboratory practical work is best in teaching chemistry with a view to determining which of them will be more effective for difference learners that will result in a greater learning. In other words, to improve achievement in chemistry through variation of teaching method.
STATEMENT OF PROBLEM
The persistent poor achievement of students in chemistry as revealed by both research and WAEC Chief Examiners Reports (2012) calls for concern to everybody especially to chemistry teachers, parents. “The problem has to large extent been attributed to student learning style (Dunn 2000), poor interaction in the classroom Viiri, and Saani; (2006), teaching methods used by teachers Sander (2001). It is therefore certain that without using an effective remedial method in chemistry teaching then the academic achievement may continue to be poor in our schools because learning styles have different effect on the students’ achievement and interest. The study was designed to explore the effects of students learning styles and gender as it concise the three teaching method (discussion, demonstration and lab practical work) used in teaching chemistry in senior secondary school.
Consequently, there is felt need to improve on the teaching and learning of chemistry by exploring the learning styles which the students brings to the chemistry classroom, and then adopt or vary instructional processes to enable greater pro
portion of learners to attain the instructional objectives. Since, it is believed that meaningful learning may be as a result of active participation by students. (Ogunniyi (2009) supporting on this Keefe and Ferrell (1990), opine that learning problems are frequently not related to the difficulty of the subject matter but rather to the type and level of the cognitive processes required to learn the material and method apply when delivery. Also, (Dunn 2000) found that dramatic improvement in student’s achievement in cases where learning styles have been taken into account show that the way things are taught have a greater impact than the content covered in a course of study. It is believed that when teachers are able to analyze the differences and need of their students, the educational process is likely to become optimized for both students and teachers, (Fairehurst and Fairhurst 1995). As a result, the present study aims to examine the best instructional technique that will match learner characteristics in order to maximize learning outcomes, finding out such technique is the objective of Aptitude Treatment Interaction Research (ATIR) (Aboniyi 1992).
It is therefore certain that without using an effective remedial method in chemistry teaching then the academic achievement may continue to be poor in our schools because learning styles have different effect on the students’ achievement and interest. The study was designed to explore the effects of students learning styles and gender as it concise the three teaching method (discussion, demonstration and lab. practical work used in teaching chemistry in senior secondary school.
PURPOSE OF THE STUDY
The main purpose of the study is to investigate the interaction effect of teaching method (TM), gender and learning style on students interest and achievement in chemistry. Specifically, the study sought to:
Find out interaction effect of teaching method and learning style on student’s interest.
Find out interaction effect of teaching method and learning style on students achievement
Find out the interaction effect of teaching method and gender on students interest in chemistry.
Find out the interaction effect of teaching method and gender on students achievement in chemistry.
Find out the interaction effect of gender and learning style on interest in chemistry.
Find out the interaction effect of gender and learning style on student’s achievement in chemistry.
Find out the effect of teaching methods on the students interest in chemistry.
Ascertain the effect of teaching methods on students achievement in chemistry.
Find out the effect of gender on students interest in chemistry.
Find out the effect of gender on student achievement in chemistry.
Find out the effect of learning style on student’s interest in chemistry.
Ascertain the effect of learning style on student’s achievement in chemistry.
SCOPE OF THE STUDY
This study will be restricted to senior secondary class one (SS I) chemistry students. SS I students were chosen because this level is where the foundation for chemistry is laid. The study is restricted to following chemistry topic purposively selected based on SS I scheme of work as outlined in the chemistry curriculum of the Federal Ministry of Education (2012).
– Acids, Bases and Salt for SS I these topics will be study because the 3 three teaching method can be used effectively in the lesson there will room for classroom interaction i.e. teacher – student, student-student, student-material, teacher-material interactions thereby the individual differences of learning can easily be identify by the teacher. The three interaction teaching method namely discussion, demonstration and lab practical work, that is student-centre equally constitute the focus of be used while the study was restricted to learning style defined by Anthony Grasha and Shery-Reichmann (1974) – independent, dependent, competitive, collaborative, participant and avoidant style will be used to classify students’ into their different learning style.
RESEARCH QUESTIONS
What is the interaction effect of teaching method and learning style on student’s interest?
What is the interaction effect of teaching method and learning style on student’s achievements?
What is the interaction effect of teaching method and gender on student’s interest in chemistry?
What is the interaction effect of teaching method and gender on student’s achievement in chemistry?
What is the interaction effect of gender and learning effect of gender and leaning style on student’s interest in chemistry?
What is the interaction effect of gender and learning style on student’s achievement in chemistry?
What is the effect of teaching method on the student’s interest in chemistry?
What is the effect of teaching methods on student’s achievement in chemistry?
What is the effect of gender on student’s interest in chemistry?
What is the effect of gender on student’s achievement in chemistry?
What is the effect of learning style on student’s interest in chemistry?
What is the effect of learning style on student’s achievement in chemistry?
HYPOTHESES
The following hypotheses are formulated to guide the study and will be tested at 5% probability level.
H01: There is no statistically significant interaction effect (P<.05) of teaching method and learning style on the students’ interest and achievement in chemistry.
H02: There is no statistically significant interaction effect (P<.05) of teaching method and gender on the students’ interest and achievement in chemistry.
H03: There is no statistically significant interaction effect (P<.05) of gender and learning style on the students’ interest and achievement in chemistry.
H04: There is no statistically significant effect (P<.05) of teaching method on students’ interest and achievement in chemistry.
H05: There is no statistically significant effect (P<.05) of gender on students’ interest and achievement in chemistry.
H06: There is no statistically significant effect (P<.05) of learning style on students’ interest and achievement in chemistry.
SIGNIFICANCE OF THE STUDY
The findings and conclusion of the study will be helpful for student to identify and differentiate their own learning style. Thus, the student will work at their own pace and be actively involved in group discussion which will enable them to acquire manipulating skill as they interact with the materials in classroom, the high achievers will enable the low achieve to perform better as they work and discuss in groups.
The result will help the chemistry teacher to understand that learner ability varies among learners. Thus, the teacher will vary his/her teaching methods to suit the difference learning styles found in learning environment. Also it will help the chemistry teacher to improve on their classroom practices because teacher’s role during classroom interaction is passive yet very curial.
The teacher educators will get benefit from this study for training prospective teachers to understand the different in learning style of students and then design classroom learning activities according to the preference of their students.
This research will be help parents to know the subject area their children can go in for. For instance, a student with avoidance learning style might not go-in for science subject. Policy makers will be benefited by the results of the study for further training, designing teaching-learning aids and taking measures for improvement of classroom environment.
CHAPTER TWO
REVIEW OF LITERATURE
This Chapter presents a review literature relevant to the study.
Literature has been organized in line with the following sub-headings:
Conceptual framework
Theoretical framework
Empirical Study
Conceptual Frame Work
Teaching and learning of science (chemistry) in Nigeria
Concept of interaction teaching method
Concept of learning style
Gender as a factor in science learning
Theoretical Frame Work
Jean Piaget cognitive learning theory
Bandunra social learning theory
Thorndike behavioristic learning theory
Student – Teacher relationship theory.
Empirical Studies
Studies on interaction teaching method and science achievement
Studies on learning style
Studies on gender as a factor affecting students interest and achievement.
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