COMPLETE PROJECT-COMPARATIVE EFFECT OF CO-OPERATIVE LEARNING STRATEGY AND INQUIRY BASED METHOD IN THE LEARNING OF CHEMISTRY AMONG SECONDARY SCHOOLS IN NIGERIA
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ABSTRACT
Science may be viewed as a way of questioning or verifying the truthfulness of knowledge. It also can be said to be the knowledge which is obtained through careful and systematic observation and testing of facts. In fact, technology is the secret behind the development of many countries and nations. It is what is produced through science that is applied in technology for the comfort of man. Therefore, the elementary idea(s) of scientific and technological knowledge’s are introduced early to enable students to develop interest in their areas of talents and to choose a life career. This research work aimed at finding comparative effect of co-operative learning strategy and inquiry based method in the learning of chemistry among secondary schools students was designed to show that methods of instruction could change students positively towards Chemistry. The population of this study was 250 senior secondary school two (SS2) science students in all the public schools in Amac Local Government Area of the Federal Capital Territory, Abuja. Descriptive and inferential statistics were used and findings of this study had further established the fact that there is need for improved strategies in the teaching of Chemistry in secondary schools in order to achieve better students’ performance. Also recommendations were made based on the results obtained.
CHAPTER ONE:
INTRODUCTION
- Background of study
The study of Chemistry is an in-depth, insightful look at how we are leveraging our strengths to continue growing into the future. It’s a combine study of major areas of the science for the improvement and upliftment of mankind and the benefit of the worlds around us as we know it today. Chemistry as a course has a revolutionary science curriculum developed many years back, intended for students considering a career in science.
Chemistry, a branch of physical science, is the study of the composition, properties and behavior of matter. Chemistry is concerned with atoms and their interactions with other atoms, and particularly with the properties of chemical bonds. Chemistry is also concerned with the interactions between atoms (or groups of atoms) and various forms of energy (e.g. photochemical reactions, changes in phases of matter, separation of mixtures, properties of polymers, etc.).
Chemistry is sometimes called “the central science” because it bridges other natural sciences like physics, geology and biology with each other. Chemistry is a branch of physical science but distinct from physics.
The etymology of the word chemistry has been much disputed. The genesis of chemistry can be traced to certain practices, known as alchemy, which had been practiced for several millennia in various parts of the world, particularly the Middle East.
It is for some people a mean of studying old but unresolved problems and issues in science education. It is also a convenient platform for drawing attention to some research findings relating to learning and teaching science. It is a timely device for gaining some say in the fate or destiny of science education in a field that has traditionally been firmly held by scientist.
According to Theodore L. Brown, (1999) Chemistry is about finding out things, doing experiments and learning what others have found out before us. It is a subject that offers students the chance to look at science in a new way lot following the traditional divisions’ into Biology, chemistry and physic. Teaching Chemistry gives students and teachers an opportunity to look at the ways in which science is important to our societies and to their development. Chemistry can be more relevant to developmental issues, and should be topical as well as useful, rather than dry and academic, thus the need for various learning strategies including Co-operative and Inquiry based methods as being treated in this context using a case study of selected Secondary schools in Nigeria.
1.2 Statement of problem
Science is one of the ways man searches for the truth so as to achieve understanding of his environment and the universe at large. Science is the search for knowledge about the universe and how it works. It is the search that never ends because, people who research never settle for the first explanation they obtain, but always sought the fundamental reasons why everything is the way they are.
Science is offered as a core discipline with Chemistry as the King course or subject. It is a body of empirical, theoretical and practical knowledge about the natural world produce by researchers making use of scientific methods, which emphasize the observation, explanation and prediction of real world phenomena through experiments.
Having said the above, there is need for comparison on the various teaching and learning patterns employed in the study of the course/subject Chemistry, just as this work would compare the effect of co-operative learning strategy and inquiry based method on Secondary schools.
1.3 Purpose of study
The purpose of the study is to examine comparative effect of co-operative learning strategy and inquiry-based method in the learning of chemistry among secondary schools in Nigeria.
The objectives of the study are stated below:
- To find out the difference in the performance of chemistry students exposed to cooperative learning strategy and inquiry based method.
- To examine if there is difference in the performance of male and female chemistry students exposed to cooperative learning strategy and inquiry based method.
- To find out if there is significant difference in the performance of high scorers, medium scorers and low scorers in chemistry exposed to cooperative learning strategy and inquiry based method.
1.4 Research Questions
- Is there any difference in the performance of chemistry students exposed to cooperative learning strategy and inquiry based method?
- Is there difference in the performance of male and female chemistry students exposed to cooperative learning strategy and inquiry based method?
- Is there difference in the performance of high scorers, medium scorers and low scorers in chemistry exposed to cooperative learning strategy and inquiry based method?
1.5 Significance of study
Education, particularly Science and Technical education, is the ‘factory’ for the production of the needed technologists, technicians and craftsmen as well as skilled artisans who are required to turn the nation’s economy around and usher in the desired technological advancement which is very much required for the elevation of Nigeria from a ‘consumer nation’ to a ‘producer nation’; from a ‘developing nation’ to a ‘developed nation’.
Acquisition of appropriate scientific and technological skills through appropriate teaching pattern is necessary to cope with the challenge presented by the evolving needs of modern work place in our industries and the ever growing non-formal sector.
Education and training systems that responds adequately to these demands will therefore, contribute to the efforts to overcome the growing unemployment and marginalization of majority of the populace. By providing access to appropriate learning experience designed to broaden skills and knowledge can increase productivity and significantly improve the fortunes of the unemployed, thereby reducing poverty and unemployment amongst the youth right from their secondary school age.
1.6 Scope of study
The study examines comparative effect of co-operative learning strategy and inquiry based method in the learning of chemistry among secondary schools in Nigeria. The study is limited to three selected Secondary Schools in Abaji Local government Area of Abuja.
1.7 Research hypotheses
The following hypotheses were generated and tested for the study;
Ho1: There is no significant difference in the performance of chemistry students exposed to cooperative learning strategy and inquiry based method.
Hi1: There is significant difference in the performance of chemistry students exposed to cooperative learning strategy and inquiry based method.
Ho2: There is no significant difference in the performance of male and female chemistry students exposed to cooperative learning strategy and inquiry based method.
Hi2: There is significant difference in the performance of male and female chemistry students exposed to cooperative learning strategy and inquiry based method.
Ho3: There is no significant difference in the performance of high scorers, medium scorers and low scorers in chemistry exposed to cooperative learning strategy and inquiry based method.
Hi3: There is significant difference in the performance of high scorers, medium scorers and low scorers in chemistry exposed to cooperative learning strategy and inquiry-based method.
1.8 Definition of terms/ Keywords
Science – Science is one of the ways man searches for the truth and to achieve understanding of his environment and the universe at large. It is the search for knowledge about the universe and how it works.
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COMPLETE PROJECT-COMPARATIVE EFFECT OF CO-OPERATIVE LEARNING STRATEGY AND INQUIRY BASED METHOD IN THE LEARNING OF CHEMISTRY AMONG SECONDARY SCHOOLS IN NIGERIA