Conceptual formation, attainment and retention of …International Journal of Scientific Research...
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International Journal of Scientific Research and Innovative Technology ISSN: 2313-3759 Vol. 5 No. 5; May 2018
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Conceptual formation, attainment and retention of Chemistry and Physics
students in real-life phenomena
By
Dr. A.A Arokoyu
Department of Curriculum and Educational Technology
University of Port Harcourt, Nigeria
+2348033407276
&
Aderonmu, Temitope S.B
Department of Curriculum and Educational Technology
University of Port Harcourt, Nigeria
+2348033631311
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ABSTRACT
The study investigated conceptual formation, attainment and retention of Chemistry and Physics students in
real-life phenomena. A Quasi-experimental research design using a sample size of 123 Senior Secondary one
(SS1) physics students were selected using a convenience sampling technique for the study in Ikwerre Local
Government Area of Rivers State, Nigeria. Researchers designed Teston Real-life Phenomena in Chemistry
and Physics (TRLPCP) with reliability coefficient index of 0.79 using the Kuder-Richardson-21 coefficient
statistics was used to obtain data. Students’ performances and retention were analyzed using mean, standard
deviation specifically for the four research questions while the Analysis of Covariance (ANCOVA) and
Scheffe’s Post-hoc analysis were used to test four null hypotheses for the study. The findings of the study
showed that students taught Chemistry and Physics concepts using real-life phenomena performed better and
had higher retention rate than those taught without using real-life phenomena. On the basis of gender, male
SS 1 students taught Chemistry and Physics concepts using real-life phenomena performed better and had
better retention rate than their female counterpart. Also, male SS 1 physics students taught Chemistry and
Physics concepts without using real-life phenomena performed better and had higher retention rate than their
female counterpart. The study further revealed that hypotheses one and three were rejected as [F = 73.667, df
= 120, P<0.05] and [F = 12.773, df = 120, P<0.05] respectively while hypotheses two and four were retained
as [F = 1.645, df = 120, P>0.05] and [F = 0.286, df = 120, P>0.05] respectively. In light of the above
findings, it was recommended that teachers should make reference to real-life phenomena in Chemistry and
physics concepts when teaching during classroom interactions and there is need for the integration of these
observable real-life phenomena in Chemistry and Physics curriculum.
Keywords: Chemistry, Physics, Concept, Real-life Phenomena, formation, attainment, Retention.
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Introduction
Science is a continuous process which possesses a dynamic nature. Inquiry into the world of science
opens more horizons for knowledge acquisition and applications which is fundamental to the well-being of
human existence and understanding of everyday phenomena. The essence of science is based on the universe,
natural occurrences and natural events which basically use to describe, explain and predict natural events and
occurrences (Onwioduokit, 2013). Science strengthens commitments of man to free enquiry and search for
truth as its highest beauty and obligation of nature. The field of science is rapidly growing and continues to
have increasing effects on virtually every aspect of human life as its laws, principles and facts influences the
operations of societal interactions thereby addressing complexities inherent in the society. It is no gainsaying
that a nation whose people depend on scientific progress for their health, economic gains, and national
security, the pace of scientific progress ensures the continued emergence of results that can benefit the citizens
and other nations at large. In a drive to achieve the expected beneficial results to suit mankind, science
education becomes the platform for building the intellectual capacities.
Science education is a field that furnishes people with information, aptitudes and uplifting demeanor in
order to intentionally disperse scientific ideas, laws, principles and facts through intellectual and scientific
approach. The main aim of science instruction is the production of scientific educated citizenry that are
problem solvers and self-reliant. It is mostly considered as a double scholarly discipline because of its
application of scientific theories, facts, principles and laws utilizing educational theories and practice in
conveying the fluid body of knowledge. Science researchers recently have identified that learners enter the
classroom with their own understanding and explanation of natural phenomena. Research reports have
revealed that when learners’ initial conceptions and explanations of scientific concepts are at variance with
that of the scientific community, it becomes misconception. More importantly, learners hold firmly to their
own ideas concerning the way the world works, and they are very reluctant to change these ideas. The process
of remediating those misconceptions held by learners to a more scientifically acceptable explanation is the
process known as conceptual change or concept formation and attainment. Conceptual formation and
attainment basically explain the means by which learners employ cognitive structure conceptually by
perceiving sets of ideas information and reconstructing them in order to achieve meaningful understanding of
the phenomenon at hand. Edutech Wiki (2014) stressed that for learners to understand and retain scientific
concepts meaningfully, the search and listing of attributes which are used to differentiate example and non-
examples of various categories are important. In the opinion of Cakir (2008), it was enumerated that an
integrated part and process of concept formation and attainment require perception, discrimination,
categorization and generalization of events in order to formulate meaning conceptual understanding.
Generally, four conditions are necessary for conceptual attainment are:
i. Learners must be dissatisfied with their current understanding of interactions of natural
phenomena.
ii. There should be the opportunity for learners to have available intelligible alternative that are
scientifically acceptable.
iii. The intelligible alternative must be explicit, simplistic, succinct and understandable.
iv. The learner can easily apply the intelligible alternative in explaining real-life with high extent of
accuracy.
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The conceptual base of science makes its learning a unique discipline. Learning for conceptual
attainment and retention is what is usually desired in science teaching and learning as it provides learners with
experiences that may induce cognitive conflict which consequently encourage learners to develop new
knowledge that is better accommodated by their experience. It also provides learners with experiences that
encourage the development of new knowledge and understanding of science. In other to achieve learning for
conceptual attainment and retention, the role of the teacher is to ascertain students’ prior knowledge or their
initial conception before a new concepts is being taught and with the application of a more intelligible
teaching strategies that encourage constructivist philosophies. Meaningful science learning should be
promoted above rote memorization, because learners who understand the process of scientific laws are better
equipped in confronting challenges posed in science. It is therefore imperative that the process of teaching-
learning must involve an active approach that is anchored on developing a conceptual change in behavior of a
learner hinged on the acquisition of knowledge, scientific attitude and skills especially in science.
Chemistry and Physics are important science subjects that form a baseline for the development of
every nation. Chemistry is the study of composition of matter, the changes which they undergo and how they
interact with each other and the universe. On the other hand, Physics proffers answers to behavior which exist
between energy and matter and also identify their joint effects since both matter and energy are fundamental
for the existence of the universe. Holzner (2016) stated that both Chemistry and Physics is the study of the
world and the universe. Chemistry and Physics is aimed at developing the understanding of basic scientific
and natural phenomena that applies to everyday lives. These subjects present the connection between the
things in the universe to their root causes and also providing explanations to their effects. The study of
Chemistry and Physics is purely reliant on the dynamics of natural phenomena and their fundamental states
which are achieved through the observation of cause-effect relationships and data generated based on
empirical and quantitative measurement. Natural occurrences such as the formation of rainbow, rainfall,
lighting and thunder; floatation, suspension of satellite in the earth’s space due to gravity all find ample
explanation using physics principles. Learning Chemistry and Physics instill in the learner relevant knowledge
with understanding, ability to solve problems and process information through the acquired knowledge
(Aderonmu and Nte, 2014). Das (2012) asserted that many natural phenomena that we see, feel and perceive
can be explained with the help of simple scientific principles. It is no gainsaying that Chemistry and Physics
learning promotes intellectual adventures through the process of inquiry and the discovery of scientific facts
consequently enhancing the frontier of knowledge. However, it is pertinent to state that understanding the
concepts inherent in the study of Chemistry and Physics that are conspicuously evident in everyday
phenomena as a result of human interactions with the world around has been dwindled by alternative beliefs
(misconceptions) held by learners. This situation has adversely affected students’ performances in the study of
Chemistry and Physics.
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However, the American Association for the Advancement of Science (2015) in a call for reforms in
science education narrated that;
The present science textbooks and methods of instruction, far from helping,
often actually impede progress toward science literacy. They emphasize the
learning of answers more than the exploration of questions, memory at the
expense of critical thought, bits and pieces of information instead of
understandings in context, recitation over argument, reading in lieu of
doing...the present curricula in science and mathematics are overstuffed and
undernourished.(p.16)
Gbamanja (2002) gave a scientific explanation underlying African traditional fallacy of mirror being
covered in a room where a corpse is being laid such that the spirit of the dead will not be seen. The image
formed by a mirror is real, same as the object and are at equal distance with the object, it is obvious that there
is going to be a reflection of the object on the mirror. This is one example of real-life phenomena that science
students should be able to explain.
Table 1: Real life phenomena and corresponding Chemistry concepts.
s/no Real-life phenomena Relative chemistry concepts
1 Leaving cassava to ferment (or any carbohydrate
food)
Production of Ethanol C2H5OH
2 Burning of firewood or any substance Production of Carbon (Charcoal)
the 6th
element. Chemical
change/Irreversible reaction,
3 Extraction of juice from leaves for coloration Chromatography, Tye and Dye.
4 Using yeast for bread production Catalytic reaction
5 Ice block turning into water and water turning into
vapor when heated
Change of matter/phases of
matter
6 Rainfall Evaporation and Condensation
7 Decay of matter Decomposition (Biodegradable)
8 Wrapping fruit with cloth or ashes Artificial ripening
9 Fading of colors with time and exposure to
sunlight
Bleaching (Sun as a bleaching
agent)
10 Zig-zag movement of water molecules Brownian movement
11 Camphor or Air fresher diminishing with time Sublimation
12 A mixture of starch and H2O Precipitation
13 Soap growing mucus Lost of water crystallization
14 Constant weight before and after a reaction Law of conservation of matter
Researchers’ fieldwork, 2018.
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Table 2: Real life phenomena and corresponding Physics concepts.
s/no Real-life Phenomena Relative Physics Concepts
1 Night and day Motion of the earth around the sun
2 Cracking noise heard when taking off a nylon garment
or dry sweeter during harmathan
Electric Charges
3 Killing a bird with a catapult Elastic properties of solids and
projectiles
4 Javelin thrown by an athlete Projectiles motion
5 Supporting tendrils of yam with wood Capillarity
6 Tip of a teaspoon insert half way in a hot tea Heat transfer by conduction
7 Oiling of moving parts of machine Friction and Viscosity
8 A car driven past a billboard Relative motion
9 Rubbing of pen barrel on human hair to attract a piece
of paper
Charging by induction
10 Riding a bicycle, levering the cap of a bottle beverage,
turning ON and OFF of a tap
Moment of a force
11 Maiden balancing a pot on her head during traditional
festivals
Centre of gravity
12 Swimming in a river or movement of a ship in a water Floatation
13 A sound emanating from a speaker Longitudinal waves
14 A moving car’s speedometer pointer increasing and
decreasing
Acceleration and deceleration
15 Playing the guitar, talking drum, double metal gong Simple harmonic motion, sound
waves, forced vibration and
resonance
16 Vibrating glass windows due to high pitch Vibration and resonance
17 Bullet fired from a gun Newton third law of motion
18 Mirage Reflection of light waves (total
internal reflection
19 Rainbow Reflection of light waves (dispersion
of white light)
20 Echo Sound waves
Researchers’ fieldwork, 2018.
Importantly, as listed in Table 1 and 2, it is science that describes and provides sufficient details for the
explanation of natural phenomena. Isreal-Cookey (2018) highlights some important needs for the study of
science to include:
i. satisfaction of curiosity about nature, inherent technology and the universe.
ii. provision of correct decisions during the process of interaction with nature
iii. dispelling worries and fears
iv. understanding contemporary technologies
v. Scientifically literate and responsible citizens.
Students’ knowledge and experience in science can be enriched if significant reference is made to
everyday phenomena and happenings as science concepts are being taught in the classroom. Das (2012)
mentioned that teachers should, while teaching science always refer to its application to life so that students
will feel its simplicity, appreciate and put more interest in the study of science. Students see science as being
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abstract in nature and students perceive the subjects (Chemistry and Physics) to be difficult leading to high
failure rate. This failure rate can also be attributed to “examination focused teaching” of science by the
teachers by which fundamental physics that have simple analogies relating to everyday phenomena were not
utilized. The consequence is low retention of science concepts and inability to explain events or certain
occurrences scientifically. Osai (2010) wrote that:
“Our children are learning virtually nothing both at school and at home and it
is no telling that a society whose succeeding generation is less competent and
less enlightened than the preceding generation is one that is doomed to fail” (p
91)
Chemistry and Physics will remain as abstract pursuit to learners if they are not exposed to real
application to daily life activities. This calls for proactive reforms in the teaching of science concepts in
secondary schools. Science learning should develop in the learner, the ability to apply the knowledge to
everyday life activities and appreciate the beauty and order in nature. The above stated features encourage
critical thinking abilities, creativity and scientific knowledge relating to science. It is on this note that the
researchers seeks to investigate conceptual formation, attainment and retention of Chemistry and Physics
students in real-life phenomena.
Aim and objectives of the study
The aim of the study is to investigate conceptual formation, attainment and retention of Chemistry and Physics
students in real-life phenomena. Specifically, the objectives are to:
1. compare the performance of SS 1 students that are taught Chemistry and Physics concepts using
real-life and those taught without using everyday phenomena
2. determine the effect of gender on the performance of SS 1 students taught Chemistry and Physics
concepts using real-life phenomena and those taught without using real-life phenomena.
3. compare the retention rate of SS 1 students that are taught Chemistry and Physics concepts using
everyday phenomena and those taught without using real-life phenomena.
4. determine the effect of gender on the retention rate of SS 1 students taught Chemistry and Physics
concepts using real-life phenomena and those taught without using real-life phenomena.
Research Questions
1. How does the performance of students taught Chemistry and Physics concepts using real-life
phenomena differ from those taught without using real-life phenomena?
2. What is the effect of gender on the performance of SS 1 students taught Chemistry and Physics
concepts using real-life phenomena in physics and those taught without using real-life phenomena?
3. What is the difference in retention rate of SS 1 students that are taught Chemistry and Physics concepts
using everyday phenomena and those taught without using real-life phenomena?
4. Does gender have effect on the retention rate of SS 1 students taught Chemistry and Physics concepts
using real-life phenomena and those taught without using real-life phenomena?
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Hypotheses
Ho1: There is no significant difference between the mean performances of SS 1 students taught Chemistry
and Physics concepts using real-life phenomena and those taught without using real-life phenomena.
Ho2: There is no significant difference between the mean performances of SS 1 male and female students
taught Chemistry and Physics concepts using real-life phenomena.
Ho3: There is no significant difference between the retention rate of SS 1 students taught Chemistry and
Physics concepts using everyday phenomena and those taught without using real-life phenomena.
Ho4: There is no significant difference between the retention rate of SS 1 male and female students taught
Chemistry and Physics concepts using real-life phenomena.
Methodology
The research design that was employed for the study was Quasi-experimental research design, using a
non-randomization pretest-posttest experimental control groups. The population of the study comprised of all
senior secondary one (1) science students in Ikwerre Local Government Area of Rivers State. A convenience
sampling technique was used to determine a sample size of 123 SS1 students comprising of 78 male and 45
female from two intact classes in a secondary school. Based on the above, two intact classes were used for the
study. The experimental group (those that were taught using real-life phenomena as analogies and examples)
comprises of 60 students (37 male and 23 female) while the control group (those that were not taught without
using real-life phenomena as analogies and examples) consisted of 63 students (42 male and 21 female). The
procedure for data collection was grouped into four stages which were; the pretest stage, treatment stage,
posttest stage, post-delayed test stage (for retention).
Chemistry and Physics Concepts with Real-life Phenomena (CPCRLP) Lesson Note and Chemistry
and Physics Concepts without Real-life Phenomena (CPCWRLP) Lesson were prepared as the teaching
packages for the experimental and control groups respectively. CPCRLP was designed such that real-life
phenomena in Chemistry and Physics were integrated into the instructional packages for each SS 1 topic
taught ranging from instructional materials used, stated objectives, procedural content, evaluation and
assignments. The SS 1 topics taught were for Chemistry were change of matter, chemical change Brownian
movement while for Physics concepts such as speed, velocity and Rectilinear acceleration, Work, energy and
power for a duration of six (6) weeks.
Data collecting instrument
The research instruments used for data collection in the study was titled “Test on Real-life Phenomena
in Chemistry and Physics” (TRLPCP). TRLPCP consisted of two sections A and B. Section A was designed to
gather information on the personal data of the respondents while section B were 50 items structured objective
questions having four options with one correct answer. Each question was attributed 2 marks making a total of
100 marks. TRLPCP was validated by two (2) experts in science education and other one (1) experienced
secondary school Chemistry and Physics teachers. The research instrument was subjected to a pilot study in
order to achieve the reliability index of the instrument. Using Kuder-Richardson-21 coefficient statistics,
reliability coefficient of 0.79 was obtained making the instrument79% reliable for used.
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Method of data analysis
The data collected were analyzed using mean, standard deviation specifically for the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.
Results
Research Question 1: How does the performance of students taught Chemistry and Physics concepts using
real-life phenomena differ from those taught without using real-life phenomena?
Table 3: showing the performance of both groups used for the study.
Treatment Test
No
Mean Mean Gain
Experimental Group Pre test 60
31.433 38.434
Post test 69.867
Control Group Pre test 63 28.032 24.127
Post test 52.159
Source: Researcher’s fieldwork, 2018.
Table 3 shows the analyzed data of students’ performances between those taught Chemistry and
Physics concepts using real-life phenomena and those taught without using real-life phenomena. It was
revealed that the posttest scores were higher than the pretest scores for both groups. However, the mean gain
for the experimental group was 38.434 while that of the control group was 24.127. The implication of this
finding showed that students taught Chemistry and Physics concepts using real-life phenomena in physics
performed better than those taught without using real-life phenomena.
Research Question 2: What is the effect of gender on the performance of SS 1 students taught Chemistry and
Physics concepts using real-life phenomena in physics and those taught without using real-life phenomena?
Table 4: showing the performance of male and female students used for the study.
Treatment Sex Test
No
Mean Mean Gain
Experimental Group Male Pre test 37
31.41
40.70
Post test 72.11
Female Pre test 23
31.48
34.78
Post test 66.26
Control Group Male Pre test 42 27.57
24.86
Post test 52.43
Female Pre test 21 28.95
Post test 51.62
22.67
Source: Researchers’ fieldwork, 2018.
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Table 4 revealed the performances of male and female SS 1 Chemistry and Physics students taught
science concepts using real-life phenomena and those taught without using real-life phenomena. The result
showed that the male students taught Chemistry and Physics concepts using real-life phenomena had a mean
gain of 40.70 while their female counterparts had a mean gain of 34.78. The findings of the study showed that
SS 1 Chemistry and Physics male students taught science concepts using real-life phenomena performed better
than their female counterparts. Furthermore, the result indicated that the male students taught science concepts
without using real-life phenomena performed better than their female counterpart with a mean gain of 24.86
and 22.67 respectively.
Research Question 3: What is the difference in retention rate of SS 1 students that are taught Chemistry and
Physics concepts using everyday phenomena and those taught without using real-life phenomena?
Table 5: showing the retention rate of both groups used for the study.
Treatment Test
No
Mean Mean Gain
Experimental Group Posttest 60
69.87
8.83 Post Delayed test
78.70
Control Group Posttest 63 52.16
2.48 Post Delayed test
54.64
Source: Researchers’ fieldwork, 2018.
Table 5 showed the analysis of the retention rate of the students both in the experimental and control
groups after the administration of the post-delayed test. It was revealed that both groups retain science
concepts taught with their respective post-delayed performance mean of 78.70 and 54.64 as compared to their
posttest performance mean of 69.87 and 52.16 respectively. Based on the mean gain obtained for both groups,
the findings of the study revealed that the experimental had a higher retention rate of 8.83 than the control
group with 2.48.
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Research Question 4: Does gender have effect on the retention rate of SS 1 students taught Chemistry and
Physics concepts using real-life phenomena and those taught without using real-life phenomena?
Table 6: showing the performance of male and female students used for the study.
Treatment Sex Test
No
Mean Mean Gain
Experimental Group Male Posttest 37
72.11
2.87
Post Delayed test
74.97
Female Posttest 23
66.26
2.78
Post test 69.04
Control Group Male Posttest 42 52.43
0.45
Post Delayed test
52.88
Female Posttest 21 51.62
Post Delayed test
51.93
0.30
Source: Researchers’ fieldwork, 2018.
Table 6 showed the mean gain of male students’ retention rate taught physics concepts using everyday
phenomena in physics was 2.87 while their female had a mean gain of 2.78. It is therefore observed that the
male students in the experimental retained physics concepts better than their female counterpart. Conversely,
the retention mean rate of male students [0.45] in the control group was slightly higher than their female
counterpart [0.30].
Hypotheses
Ho1: There is no significant difference between the mean performances of SS 1 students taught Chemistry and
Physics concepts using real-life phenomena and those taught without using real-life phenomena.
Table 7: Summary of ANCOVA on the difference between students’ mean performance.
Source Type III Sum of Squares df Mean Square F P-value
Corrected Model 11205.181a 2 5602.591 50.441
Instructional Strategies 8182.441 1 8182.441 73.667 < 0.05
Error 13328.737 120 111.073
Source: Researcher’s fieldwork, 2018.
Table 7 showed the calculated F-value for the instructional strategies was 73.667 at degree of freedom
of 120 and probability level of 0.000 which is less than 0.05 level of probability [F = 73.667, df = 120,
P<0.05]. From the above, hypothesis one was rejected. Therefore, there is significant difference between the
mean performances of SS 1 students taught physics concepts using everyday phenomena in physics differ
from those taught without using everyday phenomena in physics. Since a significant difference was found
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between the mean score values of students both in the experimental and control groups, the direction of the
significant difference was determined using a post hoc comparison using the Least Significant Difference
(LSD).
Table 8: Post hoc test of comparison of difference in mean performance scores based on instructional
strategies.
(I) Instructional Strategies (J) Instructional Strategies
Mean
Difference (I-J) Std. Error P value
95% Confidence Interval for
differenceb
Lower
Bound Upper Bound
Experimental Control 16.536* 1.927 .000 12.721 20.350
Control Experimental -16.536* 1.927 .000 -20.350 -12.721
Based on estimated marginal means
*. The mean difference is significant at the .05 level.
b. Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
Critically look at Table 8 revealed that the groups mean compared for both the experimental and
control group yielded significant difference at 0.000 probability level [P<0.05]. The result showed that the
mean difference between the experimental and control group was 16.54. This implies that the experimental
group contributed most to the significant difference observed and therefore was the better instructional
strategy that enhanced students’ performance in physics concepts.
Ho2: There is no significant difference between the mean performances of SS 1 male and female students
taught Chemistry and Physics concepts using real-life phenomena.
Table 9: Summary of 2-way ANCOVA based on instructional strategies and gender.
Source
Type III Sum of
Squares df Mean Square F P-value
Corrected Model 11705.735a 4 2926.434 26.919
Instructional Strategies* Gender 178.822 1 178.822 1.645 > 0.05
Error 13328.737 120 108.713
Source: Researchers’ fieldwork, 2018.
Table 9 revealed the summary of Analysis of Covariance based on instructional strategies and gender.
The F-calculated value was 1.645 at degree of freedom ofs 121 and probability level of 0.202 which is less
than 0.05 level of probability [F = 1.645, df = 121, P>0.05]. Hypothesis two was retained indicating that there
is no significant difference between the mean performances of SS 1 male and female Chemistry and Physics
students taught science concepts using real-life phenomena.
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Ho3: There is no significant difference between the retention rate of SS 1 students taught Chemistry and
Physics concepts using everyday phenomena and those taught without using real-life phenomena.
Table 10: Summary of ANCOVA on the difference between students’ mean retention rate.
Source Type III Sum of Squares df Mean Square F P-value
Corrected Model 20800.199a 2 10400.099 786.790
Retetion 168.841 1 168.841 12.773 < 0.05
Error 1586.208 120 13.218
Source: Researchers’ fieldwork, 2018.
Table 10 showed the calculated F-value for the groups were 12.773 at degree of freedom of 120 and
probability level of 0.001 which is less than 0.05 level of probability [F = 12.773, degree of freedom = 120,
P<0.05]. From the above, hypothesis three was rejected. This implies that there is significant difference
between the retention rate of SS 1 Chemistry and Physics students taught science concepts using real-life
phenomena and those taught science concepts without using real-life phenomena. The direction of the
significant difference between the retention mean scores of the experimental and control groups was further
determined using a post hoc comparison using the Least Significant Difference (LSD).
Table 11: Post hoc test of comparison of difference in mean retention scores based on instructional
strategies.
(I) Instructional Strategies (J) Instructional Strategies
Mean Difference
(I-J) Std. Error P value
95% Confidence Interval
for Differenceb
Lower
Bound
Upper
Bound
Experimental Control 15.965* 1.966 .000 12.072 19.858
Control Experimental -15.965* 1.966 .000 -19.858 -12.072
Based on estimated marginal means
*. The mean difference is significant at the .05 level.
b. Adjustment for multiple comparisons: Least Significant Difference (equivalent to no adjustments).
Table 11 revealed that the retention rate mean compared for both the experimental and control group
yielded significant difference at 0.000 probability level [P<0.05]. The result showed that the mean difference
between the experimental and control group was 15.965. This implies that the experimental group contributed
most to the significant difference observed and therefore was the better instructional strategy that enhanced
students’ retention rate in physics concepts.
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Ho4: There is no significant difference between the retention rate of SS 1 male and female students taught
Chemistry and Physics concepts using real-life phenomena.
Table 12: Summary of 2-way ANCOVA based on retention rate and gender.
Source Type III Sum of Squares df Mean Square F P-value
Corrected Model 20814.567a 4 5203.642 390.644
Retention* Gender 3.810 1 3.810 0.286 > 0.05
Error 1586.208 120 13.218
Source: Researcher’s fieldwork, 2017.
Table 12 revealed the summary of Analysis of Covariance based on students’ retention and gender.
The F-calculated value was 0.286 at degree of freedom of 1 and 121 and probability level of 0.594 which is
less than 0.05 level of probability [F = 0.286, degree of freedom = 121, P>0.05]. This implies that there is no
significant difference between the retention rate of SS 1 male and female students taught Chemistry and
Physics concepts using real-life phenomena.
Discussion of Findings
The study was concerned with conceptual formation, Attainment and retention of Chemistry and
Physics students in real-life phenomena. Research question one focused on the comparison between the
performances of Chemistry and Physics students taught science concepts using real-life phenomena and those
taught science concepts without using real-life phenomena. The findings revealed that students taught
chemistry and physics concepts using real-life phenomena performed better than those taught science concepts
without using real-life phenomena. The findings of the study collaborates with the outcome of the study of
Ogunleye and Adepeju (2011) where it was confirmed that students taught everyday (real-life) phenomena in
physics established a positive transfer of experiential paradigm to the formal paradigm.
The teaching of Chemistry and Physics concepts using real-life phenomena brings about
meaningfulness and relevance to learning linking these science concepts to real life contexts that could
encourage better performance of the students. Ng and Ngugen (2006) mentioned that exams should have some
questions relating to real-life phenomena. They further mentioned that science topics in the textbooks should
be presented having real-life analogies and examples so as to promote effective science learning. It is
important to note that prominent materials that the school library should have is science books which
encourages students to read about and understand common real-life phenomena and the things around them.
Knowledge will be meaningless for students if they do not discover and associate previous knowledge with
new knowledge which can be facilitated through the use of real-life analogies and examples both in science
textual materials and during the process of teaching. No wonder Paosawatyanyong and Wattanakasiwich
(2010) conclusively stated that in teaching and learning of science, it is important to make students interested
in the subject such that they realize connections between science concepts and real-life phenomenon that
relates with everyday live activities.
On the basis of gender, the study revealed that male SS 1 Chemistry and Physics students taught
science concepts using real-life phenomena performed better and had better retention rate than their female
counterpart. Also, male SS 1 Chemistry and Physics students taught science concepts without using everyday
phenomena in physics performed better and had higher retention rate than their female counterpart. This
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32
finding collaborates with the result of Orukotan and Balogun (2001) in separate studies revealed that male
students performed better in science than the female students. They concluded that one of the reasons for such
variation could be because boys acquire greater spatial and perceptual analytic ability than girls, while girls
develop earlier verbal skill than boys. Raimi and Adeoye (2002) also stressed that male tends to perform better
than females student especially in task relating to numerical problems. Contrary to the findings of the study,
Nnachi cited in Onunkwo (1995) in a study to determine if there is variation in students’ achievement in
science process skills task according to gender. It was reported that female students performed better than their
male counterpart. Anagbogu and Ezeliora (2007) also found that female students performed better than their
male counterpart in science subjects. Gurian, Henley and Trueman (2001) also argued that boys are more
difficult to teach science than girls and they (boys) have more learning and discipline problems. The female
brain according to them has a learning advantage because it is more complex and active.
However, Ireogbu (1998) found no significant relationship between gender and achievement in
science. In line with the above, Iorchugh (2006), Wambugu and Changeiyiro (2008) in their various studies
concluded that gender had no significant influence on students’ performance in science. If the objectives of
Chemistry and Physics are to be realized, it is imperative for both male and female students to contribute
towards good academic performance in these subjects. Conclusively, the teaching and learning of Chemistry
and Physics should be presented such that both male and female students will desire not only to study the
subjects but also to solve problems involving real-life phenomena.
Recommendations
In light of the above, the study recommends that;
1. Both Chemistry and Physics teachers should use real-life phenomena while teaching the concepts
imbedded in the subjects.
2. Examples of real-life phenomena that are associated with Chemistry and Physics concepts should be
integrated into both Chemistry and Physics curriculum so that classroom teachers can utilize them
during lessons.
3. Both male and female Chemistry and Physics students should be properly guided during teaching-
learning process.
Conclusion
Science and scientific activities are manifested everywhere, in our homes, schools and immediate
environment. As such, science learning should be geared towards harnessing the potentials and equipping the
learner with the adequate conceptual understanding of everyday phenomena in physics so that learners can
explain effectively happening or events around them. It also provides to the learner a wider scope of
understanding physics concepts because these phenomena are observable such that the learners can see, feel
and manipulate.
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33
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