Conceptual formation, attainment and retention of …International Journal of Scientific Research...

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


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


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


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


Instructional Strategies* Gender 178.822 1 178.822 1.645 > 0.05

Error 13328.737 120 108.713


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.



Retetion 168.841 1 168.841 12.773 < 0.05

Error 1586.208 120 13.218


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.



Retention* Gender 3.810 1 3.810 0.286 > 0.05

Error 1586.208 120 13.218


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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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.


33

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