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| Effects Of Conceptual Change Texts And Concept Mapping In Remediating Students' Attitude Towards Chemistry In Delta State
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Dr. F. Emerhiona, Mrs. NAIHO, Okoh Ijeoma, Mr. Enebeli Livinus Chukwunalu
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Abstract:
The study looked at the effects of conceptual change texts (CCT) and concept mapping (CM) in remediating students' attitudes toward chemistry in Delta State. This study was guided by two research questions and three hypotheses. The study used quasi-experimental factorial designs with 3x2 pre-test and post-test control groups. 18,879 chemistry students from 473 public secondary schools in Delta State made up the study's population. The sample of the study consisted of 328 SSII chemistry students from six public co-educational high schools intact courses. Using a straightforward random sample procedure, the six intact classes were chosen. The instrument utilized for data collection was the Chemistry Attitude Scale (CAS), which was validated by three experts and has a reliability coefficient of 0.89. Means, standard deviations, and ANCOVA were used to analyze the data. The findings revealed that: there was a significant difference in the mean attitude scores among students taught chemistry using CCT, CM, and lecture method (LM), favoring CCT followed by CM and LM; and there was no significant effect of the interaction of teaching methods (CCT, CM and LM) and sex on students' attitude toward chemistry. The study concluded that CCT and CM are useful instructional methodologies for improving students' attitude towards chemistry. It was advised that secondary school chemistry teachers use CCT and CM when teaching chemistry.
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