8 research outputs found
Small-scale chemistry for a hands-on approach to chemistry practical work in secondary schools: Experiences from Ethiopia
The purpose of this study was to investigate the possibility of using a small-scale chemistry (SSC) approach as a means of performing chemistry practical activities in Ethiopian secondary schools. A total of eight experiments from two topics, electrolysis and rate of reaction, in the Ethiopian grade 11 chemistry syllabus were modified into SSC for use with the MyLab Chemistry Kits (Northwest University, South Africa). The evaluation involved classroom testing of the SSC materials to investigate the effect of the approach compared to the regular teaching approach. Two comparable groups of Grade 11 science stream students (188 experimental; 195 control) and their chemistry teachers participated in the study. Triangulation procedures involving classroom observation of the use of the SSC approach in classrooms, student achievement tests (pre and post-test), questionnaires, and interviews were employed for data collection. Results showed that the SSC approach can increase students understanding of chemistry concepts. Furthermore, despite the presence of some challenges in operating the smallscale equipment, collecting quantitative data, and maintaining class discipline, the SSC approach was viewed by both teachers and students as cost and time saving, safer, easy to use and enjoyable. [AJCE 4(3), Special Issue, May 2014
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Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry
Peer reviewed: TrueThis paper examines the impact of supervised laboratory instruction (SLI) on grade 12 students’ understanding of acid–base and solution chemistry topics in the context of Ethiopian secondary schools. A mixed-methods research design was employed, with a purposive sampling of 160 secondary students from six schools in Northwest Ethiopia. The students were divided into two groups: an experimental group (n = 76) and a control group (n = 84). The experimental group attended sessions that were designed based on self-regulated learning (SRL) strategies with SLI, and the control group attended regular instruction designed by the course teacher. Both quantitative and qualitative data were collected to explore the impacts of the experimental and control lessons on improving students’ conceptual understanding and motivation. Descriptive and inferential statistics (for the quantitative data)and reflexive thematic analysis(for the qualitative data)were employed to analyse the data. The findings showed that the SLI-SRL teaching approach for the experimental group resulted in a significantly higher conceptual understanding of the selected chemistry topics than the regular instruction for the control group. In addition, participants from the experimental group indicated that the SLI approach enhanced their motivation towards chemistry. These findings suggest that improving high-school students’ motivation and their conceptual understanding of chemistry requires paying attention to the lesson design.</jats:p