Project Abstract

<p>               <b>ABSTRACT</b></p><p> This paper seeks to investigate how students’ performance in Chemistry can be enhanced by using kitchen resources in Calabar. The kitchen resources used included a piece of white paper, a swab, lemon juice and candle. These were used to show that paper cellulose was oxidized by flame due to the catalysis of lemon juice acid. Other materials used were empty bottles of water, a balloon, a teaspoon, a glass, vinegar and sodium bicarbonate to inflate balloons without blowing. Volcano being made with a large glass, water, liquid dye, oil, effervescent tablet and a lantern was to demonstrate immiscibility, and carbon dioxide was formed because of effervescent tablet dissolution. The sample comprised 50 students drawn from two secondary schools in Ikom Education Zone of Cross River State. Two instruments were used to collect data Chemistry Interest Questionnaire (CIQ) and Chemistry Achievement Test (Cat). Cronbach was used to establish reliability for CIQ and was found to be 078. Richardson formula 21 was used to establish reliability for Cat, 0.83. The research used a mixed design (quasi experimental and survey design). Data obtained were analyzed using independent t-test and Pearson product moment correlation coefficient. The results gave a significant t test of 4.96 and positive r =0.90 at 0.05 alpha level. The null hypothesis was not accepted which stated that there is no significant relationship between students' interest when taught with and without kitchen resources. The second null hypothesis with regard to Chemistry interest and academic achievement was also not accepted. Teachers are encouraged to use kitchen resources in the teaching of Chemistry to foster interest which will lead to high academic performance. Key words Kitchen resources, academic achievement, interest students, teachers. <br></p>

Project Overview

<p><b>1.0 INTRODUCTION&nbsp;</b></p><p><b>1.1 BACKGROUND</b></p><p>Science and technology advances are evident in every facet of our society. This can be seen even in the local as well as modern society. It can be found in the health care delivery system where humans no longer rely on herb for treatment of diseases and man has come to terms with the fact that diseases are not caused by witches and wizard but by factors in the environments. This includes the presence of bacteria, virus and fungi in the environment. In the financial sector, even from the comfort of one’s home with banks application, financial transactions can be carried out without visiting the bank. The society has become cashless. In the business sector, buying and selling are also done from the comfort of one’s home. This is possible as all transactions are done online and door to door delivery is provided. In communication, science and technology has turned the world to a global village where distance is no longer a barrier to communication. With the invention of skypes, one can see his/her love one online without getting to travel. However, it is unrealistic to think citizens have fully harnessed the knowledge and products of science and technology since scientific belief and knowledge as numerous studies have been shown. Science is not given the prominent position that it requires in the society in terms of culture despite a key factor in the economic advancement of countries. Students’ academic performance is the extent to which students achieve their short or long-term educational goals. This is commonly measured through external or internal examination as well as continuous assessment in form of tests, assignments, projects, debates, practical as well as term papers. Two forms of evaluations are used to assess students’ academic performance: formative and summative evaluations. Continuous assessment is a form of formative evaluation of students’ academic performance that provides early indications of the performance of students. The essence is to provide remedial opportunities for those who did not perform well in the test. Continuous assessment also provides students with information that can be used to improve their academic achievement (Wikipedia, 2019). It is no longer news to hear that student’s academic achievement in Nigerian schools in both external examination and internal examination has been very poor. This situation if it remains unabated will further under develop the nation. Consequently, there is this burning desire to bring science closer to the society, and in so doing, a lot of creativities may be introduced into science education environment (Osbome et al., 2003). The concept of children's motivation and interest in science and scientific knowledge is paramount to bring about students that are involved in careers that have science basis to enable them to successfully impact knowledge acquired in the society “Nuffield Foundation” (Dsborne and Dillon, 2008). The root of this ugly trend in poor academic achievement in science in general and Chemistry in particular in science is not connected to how science subjects are taught (Rocard et al., 2007). Hence, there is a requirement for a pragmatic change in the way science is taught. Science deals with knowledge of the universe and therefore should not be taught using lecture method; it should be taught with concrete things taken from the environments. Topics that have links with Chemistry concepts are found in every environment we find ourselves. Pinto (2003) commented on the benefits of science learning using activities that learners get involved with in their day to day life as a stimulator of students’ motivation (Jiménez-Liso et al., 2013; Castro and Garcia, 2010). Parvin (2008) used a pool of 4,000 children in UK aged 9 to 14, who found that youngsters find the subject less inspiring and relevant to their lives as they move from primary to secondary school. The research discovered that there are several reasons for a fall in popularity in science including 'a curriculum that is often perceived by students as being too theoretical and not relevant', 'a poor understanding of the options offered by science based career in both students and some teachers and a shortage of specialist science teachers in secondary schools. Students’ record that shows the number of students who register in science classes in Nigerian secondary schools revealed that students’ enrollment has been dropping on yearly basis (Akanbi, 2003; Bamidele, 2004). This scenario calls for urgent mitigating action to curb this problem if Nigeria must be at par with the world. Many of the problems that face Nigeria as a developing nation that ranges from food insecurity to poor medical health delivery can be solved to an extent with the knowledge of science and technology. This is so as new improved species of plants as developed by technology can take care of food insecurity. There is also the use of tractors, herbicides, fertilizes, to increase food supply with advances in science and technology. This cannot be achieved in Nigeria when the old method of students sitting down and passively learning science in schools is still in place (Omoesewo, 2009; Bhowmik et al., 2013). A study done by Aina and Adedo (2013) showed that the causes of low enrolment in science included: Lack of trained science personnel in post primary schools. Schools also lacked instructional resources for teaching as well as textbooks written in a language that is not easily comprehended by students. The researcher also observed that Chemistry is difficult to assimilate and that solving of problems that require calculation was also an issue. Teaching that will motivate students and build in them interest to learn should be one that makes sense to them. It should be delivered with instructional materials that explain the concepts to students in a simple and step by step presentation. When students cannot link what they are being taught with practical experiences, it brings about low interest in that subject which is manifested in their poor academic performance. When students’ interest is captured, learning becomes very easy (Aina and Adedo, 2013; Hermitt 2007). Benjamin (2014) conducted a study on “The Impact of Performance Assessment on Students’ Interest and Academic Performance in Science”. The result obtained revealed a significant effect on the use of performance assessment as teaching strategy in the science classroom. This leads to increased students’ interest in class and improved academic achievement of students. Essien et al. (2015)’s study on the effect of interest on academic achievement in Social Studies revealed a strong positive relationship between interest and academic achievement. The data analyzed showed that the r value of 0.15 calculated was greater than the critical value of 0.06 at 0.06 significance level. <br></p><p> <b>1.2 Statement of the problem</b>&nbsp;</p><p>Academic achievement of students in science subjects generally and in Chemistry in particular had witnessed a deplorable trend in the past decades. Observations from 2005 to 2014 have consistently revealed poor achievement in Chemistry in senior secondary school certificate examination organized by West African Examination Council. A lot of research work has been carried out on students’ poor academic performance. Empirical works reviewed indicated that in appropriate teaching methods, lack of instructional materials/resources as reasons for poor academic performance of students in sciences. Improvisation had been used to improve students’ performance in physics. There are mainly opinions on the benefits of kitchen resources and if any few empirical works on the use of kitchen resources in the teaching of Chemistry. The present exercise is an endeavour to empirically find out if the assertions about the use of kitchen resource are true in senior secondary Chemistry students in Calabar Education Zone. Against this background therefore, the problem of this study was to investigate what is the academic performance of Chemistry students when taught with kitchen resources? What will be its effect on students’ interest.&nbsp;</p><p><b>1.3 Purpose of the study</b>&nbsp;</p><p>The purpose of the study is to determine if the use of kitchen resources in teaching has any significant effect on Chemistry students’ interest in chemistry and its effect on the academic performance of Chemistry students. How the use of kitchen resources in teaching affects chemistry students’ interest in chemistry? How will students’ interest in Chemistry affect their academic performance?&nbsp;</p><p><b>1.4 Research questions&nbsp;</b></p><p>The following questions guided the study:&nbsp;</p><p>(1) How does teaching with and without kitchen resources affect Chemistry students’ interest in the subject?&nbsp;</p><p>(2) How does students’ interest in Chemistry affect Chemistry students’ academic performance? Statement of hypotheses&nbsp;</p><p>These postulated hypotheses were utilized in this study.&nbsp;</p><p>(1) There is no significant difference between the interest level of SS2 Chemistry students taught Chemistry using kitchen resources and those taught without kitchen resources.&nbsp;</p><p>(2) Interest of students does not significantly relate to Chemistry students’ academic achievement&nbsp;</p><p><b>1.5 MATERIALS AND METHODS&nbsp;</b></p><p>A mixed method design was used for the study. This is a quasi-experimental research design for teaching with kitchen resources and expo factor design for the investigation of interest of the students. The research population was 200 students. This study was conducted using 50 students as the sample size. The sample size was selected using simple random sampling technique from a table of random numbers. Secondary 11 students were distributed in two classrooms. These two groups were named experimental and control. In both groups, students were grouped in fives. The experimental group was taught using kitchen resources while the control was taught using the conventional method. All resources and experiments carried out were developed by the researcher. Details of the experiments carried out by the experimental group are shown in Appendix 1. Two instruments were developed by the researchers for this study: The Chemistry Interest Questiommaire (CIQ) and Chemistry achievement test (Cat). The CIQ had 10 items that used 4 Likert questionnaire scale. It was validated by expects in test and measurement department of the research area. CIQ was subjected to Cronbach Alpha reliability coefficient to ascertain the reliability of the instrument. The result of Cronbach Alpha was r=078. Cat was an objective test made up of 25 multiple choice questions. The questions had one correct answer and three distractors. The questions were validated by standard examination body questions bank where they were drawn from. The results of the questions that were administered to a group of students that did not form part of the research but were similar in all respect to the students that formed part of the research were subjected to Kuder Richardson formular 21. The result was 0.83. <br></p>