Effects of Enhanced Laboratory Instructional Technique on Senior Secondary Student's

Attitude toward Chemistry in Oyo Township, Oyo State, Nigeria

Author(s): Francis Adewumi Adesoji and Sikiru Morakinyo Raimi
Source: Journal of Science Education and Technology, Vol. 13, No. 3 (Sep., 2004), pp. 377-385
Published by: Springer
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Journal of Science Education and Technology, Vol. 13, No. 3, September 2004 (© 2004)

Effects of Enhanced LaboratoryInstructionalTechnique

on Senior SecondaryStudents9Attitude Toward Chemistry
in Oyo Township, Oyo State, Nigeria

Francis Adewumi Adesoji1'3 and Sikiru Morakinyo Raimi2

The studyexaminedthe effect of supplementinglaboratoryinstructionwithproblemsolving

strategyandor practicalskillsteachingon students'attitudetowardchemistry.A total of 286
seniorsecondaryclassII students(145malesand 141females)drawnfromfourlocal govern-
ment areasin Oyo townshipin Oyo state, Nigeria,took partin the study.A pretest-posttest
nonrandomizedcontrolgroupin a quasi-experimental settingusinga 4 x 2 x 2 factorialrep-
resentationformedthe designof the study.Data analysiswas done by the use of analysisof
covariancebut Scheffepost hoc analysiswas carriedout in the case of significantmaineffect
of the treatmentand also in the occasionof significantinteractioneffect. Graphicalillustra-
tions were howeverused to furtherexplainthe interactioneffects. The resultsrevealedthat
the use of enhancedlaboratoryinstructionalstrategysignificantlyimprovedthe attitudesof
studentstowardchemistry.The resultsunderscorethe need for secondaryschool chemistry
teachersto adopt the use of enhancedlaboratoryinstructionalstrategyin orderto promote
good attitudeon the partof the studentstowardlearningof chemistry.
KEYWORDS:instructional chemistry;
technique; Nigeria.

INTRODUCTION and chemistry(Albaneseand Mitchel,1993;Crawley

In Nigeria, evidence abounds from past stud-
ies that secondaryschool students often show neg-
ative attitude to chemistry.This negative attitude
is often associated with poor performancein the
subject(Adesokan, 2000;Odunusi,1984;Ojo, 1990;
Onwu and Monenu, 1986). Such negative attitude
has also been found to reduce students' interest
and consequentlyenrolmentand poor performance
in the Senior Secondary CertificateExaminations.
These problems are not limited to Nigeria. Other
researchersoutside the countryhave also reported
poor performanceas well as negativeattitudeamong
secondaryschool studentsin such subjectsas physics
department of TeacherEducation,Universityof Ibadan,Ibadan,
Nigeria.
department of IntegratedScience,Oyo State Collegeof Educa-
tion,Oyo,Nigeria.
3Towhomcorrespondenceshouldbe addressed.
and Black, 1990;Kempa,1991;Ogunleye,1999).The
questionthen is, why do studentsput up negativeat-
titude towardchemistry?Prominentamong the fac-
tors that have been identifiedto be responsiblefor
underachievementandpoor attitudetowardthe sub-
ject are poor methodsof instruction(Osuafor,1999);
improperexposure to laboratoryactivities (Akpan,
1986; Brotherton and Breece, 1996; Hofstein and
Lunetta, 1982; Layton, 1990); poor science back-
groundat the juniorsecondaryschool (Bellow, 1985);
and lack of problemsolving abilities(Adeoye, 1992;
Agina-oba, 1993;Ahiakwo, 1989). These problems
have made science educatorsto focus on how to im-
prove the teaching and learning of chemistrywith
a view to arousingstudents' interest in the subject
and also develop positive attitudein them. Some of
the recommendedapproachesin the area of solv-
ing these probleminclude,the use of guided discov-
ery approaches(Adesoji, 1995;Onwioduokit,1989;
Onwu and Moneme, 1989;Oriji,2000;West, 1992);

377
1059-0145/04/0900-0377/0 © 2004 Plenum Publishing Corporation
378
and the use of practicalorientedteaching(Okegible,
1996; Onosoga, 1996; Raimi, 1999). Many of these
studiesfocusedmainlyon the improvementof learn-
ing outcomes at the cognitive level, whereas, there
is the need to also measure students' achievement
at both the psychomotorand affective levels of ed-
ucationaloutcomes.Most of the studies cited exam-
ined the effect of one methodof teachingor the other
on students'attainmentat either the cognitiveor af-
fective level of learningoutcome. None of the past
studies investigatedthe effects of enhanced labora-
tory method (particularlyby supplementingit with
problemsolvingstrategyand practicalskillsteaching
on students'attitudetowardchemistry).In this study,
it is ourintentionto fill thisgap. Therefore,the inves-
tigatorsintendto determinethe effects of the use of
enhancedlaboratoryinstructionalstrategyin the de-
velopmentof positiveattitudetowardchemistryas a
school subjectby secondaryschool students.
Statement of Problem
The study examined the effects of the use of
enhanced laboratorymethod, in terms of supple-
menting it with problem solving technique, and/or
practicalskills teachingon students'attitudetoward
chemistryas a subject.It also investigatedthe moder-
atingeffectsof genderandstudent'snumericalability
on the dependentmeasure.
Research Hypotheses
The following null hypotheses were tested at
0.05 alphalevel.
(i) There is no significant main effect of
(a) treatment;(b) gender; and (c) numer-
ical ability on students' attitude toward
chemistry.
(ii) There is no significantinteractioneffects of
(a) treatmentand gender;(b) treatmentand
numericalability; (c) gender and numeri-
cal ability; and (d) treatment, gender and
numerical ability on attitude of students'
towardchemistry.
Scope of the Study
Thisstudywascarriedout in eightcoeducational
secondaryschoolsdrawnfromfourlocal government
areas in Oyo township of Oyo State, Nigeria. Age
Adesoji and Raimi
of the students ranged from 12 to 16 and only Se-
nior SecondaryClass II studentsof the participating
schoolswere used for the study.
The GeopoliticalDescriptionof Oyo Town
Oyo town is the second largest town in Oyo
State, Nigeria, after Ibadan, the capital city of the
state and third largest city south of Sahara.It is lo-
cated approximatelyalong latitude 7°51/ North and
longitude3°57'of the East of the GreenwichMerid-
ian. The town is located on Al Ibadan to Kaduna
trunkroad.It is centrallylocatedbetween urbancen-
ters of Ibadan(55 km south) and Iwo (35 km South
East). Awe, Akinmorin,Jobele, and Ilora are gradu-
ally forminga contributionwith the town.
Oyo occupied an area of about 20-25 minutes
radius (35-40 km). It covers a land area of about
2036 km2.The area includes not only the township
but the land area upon which the townshipinhabi-
tants are having statutoryclaim. Oyo area is delim-
ited into five local governmentareas:Oyo East, Oyo
West, Atiba, Afijio, and Oriire.
Altogether, there are about 203 rural settle-
mentsto the southeastern-extension,162 settlements
to the southwesterndirection, 134 settlements to-
wards the northeasternarea, and 98 settlementsin
the westerndirection.
METHODOLOGY
Design of the Study
A quasi-experimentaldesign using a 4 x 2 x 2
factorial representationwas employed. These in-
clude the instructionalmode at fourlevels (i.e., three
modes of laboratoryinstructionand a conventional
laboratoryinstructionalmethod (the control), gen-
der at two levels (i.e., male and female), and numeri-
cal abilityat two levels (high and low).
Variables in the Study
The variablesare as follows:
Independentvariables
(a) laboratory method supplemented with
problem-solving technique and practical
skillsteaching(LMPSPST).
Effectsof LaboratoryInstructionalTechniqueon Students'Attitude
(b) Laboratory method supplemented with
problemsolvingtechnique(LMPS).
(c) Laboratory method supplemented with
practicalskillsteaching(LMPST).
(d) Conventionallaboratorymethod (LM).
Moderatorvariables
(a) Genderat two levels (male and female).
(b) Numerical ability at two levels (low and
high).
Dependentvariables
Attitudescores
Instruments
ChemistryPracticalSkillsRatingScale (SPSRS)
and ChemistryAttitude Inventory(CAI) were the
instrumentsused for collectingrelevantdata.The re-
searchersalso made use of two instructionalguides.
These are
(a) Instructional guide on practical skills
(OGICPS).
(b) The Selvaratnam-Frazer(1982) problem
solving strategyboth of which were used as
supplementsto the conventionallaboratory
method.
The two instructionalguides above were appli-
cable to the three treatmentgroup as appropriate.
They were used as supplementsto laboratorymeth-
ods of instruction.The instructionalguide on chem-
istrypracticalskillsconsistedof proceduralsteps that
are sequentiallyand logicallyarrangedas demanded
by the practicalexercises of the senior secondary
schoolchemistrycurriculum.
These are Introduction, Teachers activities,
Pupils'activities,Exposition,Remediation,andSum-
mary. All these steps were strictly followed in the
teachingof the skills underinvestigation.The intro-
ductoryaspectinvolvedstatingthe kind and the sig-
nificanceof a particularpracticalskill in volumetric
analysis.It also indicatedthe type of apparatusto be
used in bringingabout the teachingand masteryof
each practicalskill.
At the expository stage, the teachers encour-
agedlearners'sactiveinvolvementin individualprac-
tical activitiesin volumetricanalysis.These included
identificationof apparatus,manipulationof volumet-
ric analysisapparatus,measuringof acids and bases,
379
and recording.The teacherwas also involvedin help-
ful activitiessuch as explaining,demonstrating,clar-
ifyingconcepts,prompting,thinking,and discussion,
where and when necessaryasked questionsand stu-
dents responded.
At the remediationstage, there were activities
aimed at identifyinglearners'areas of difficultyfor
possible remedial instructionswith correctivefeed-
back. At the summarystage, the teacherprovideda
summaryof all the activitiesthat the learnershave
been involvedin, orally,as well as on the chalkboard.
The CAI was used to determinethe attitudeof
the respondentsto chemistry.It consistedof 30 state-
ments relating to students'attitude to the teaching
and learningof chemistryand it followed a 4-point
intervalscale.
The SPSRSwas designedto take on-the-spotas-
sessment of students'level of competenceexhibited
in five practicalskills investigatedin this study (ma-
nipulation, observation,measuring,recording, and
identificationof apparatus).It is an instrumentin
which these skills are arrangedon a 6-point interval
scale (rangingfrom 0.5). The instrumentwas used to
rate the studentson each of the investigatedskills as
the laboratorysessionsprogressed.
The Selvaratnam-Frazer (1982)problemsolving
model was used as a guide and supplementto en-
hancethe conventionallaboratoryinstructionalstrat-
egy. It has been found usefulin the teachingof con-
cepts in chemistry(Bellow,1985;Raimi,2002).It was
used to teach two of the experimentalgroups (i.e.
LMPSPSTand LMPS).
Validity and Reliability of the Instruments
The SPSRS had been used and duely validated
in earlier studies (Adegoke, 2000; Raimi, 1999,
2002) and it was found to be very useful in assessing
students' practical skills in science. For each of
the cited authors, the reliability coefficients were
determined as 0.79, 0.87, and 0.71, respectively.
The criterion-relatedvalidity of CAI was however
found to be 0.81 while its reliabilitycoefficientusing
cronbach'salphawas 0.89.
PROCEDURE
ResearchPersonnels
The SS II chemistry teachers in the selected
schools taught the topics investigated.All of them
380
were exposed to a week-long workshop on the
use of science practical skills rating scale (SP-
SRS) and the rudiments of the laboratory activi-
ties to be carried out. In addition, teachers in the
LMPSPSTandLMPSgroupswere taughthow to use
the Selvaratnam-Frazer five-stagemodel for solving
chemistryproblems. The whole traininglasted for 1
week at the end of which two trained observersfor
each of the trainingsessions confirmedthe teachers
masteryof the use of the instructionalguides (i.e. the
instructionalguides on problem solving and practi-
cal skills). The observed ratings also produced evi-
dence of high consistencyin the use of the instruc-
tional guides by the teachers (interraterreliability
rangedfrom0.81 to 0.96). The observers,in addition
also servedas researchassistantson the field.
Furthermore,teachers in the LMPSPST and
LMPS groupswere trainedon how to integratethe
use of problem solving instructionalstrategy with
laboratoryteaching especially when handling top-
ics relating to volumetric analysis through the use
of PSIG. On the other hand, teachers in the LM-
SPS groupwere only trainedon how to integratethe
teaching of chemistrypracticalskills into the teach-
ing of the topic underinvestigationand in the use of
OGISPS.The teachersin the controlgroupwere only
briefedon the use of conventionalmethodfor solving
chemistryproblem(algorithmicapproach)especially
those involvinginorganicvolumetricanalysis.They
were not exposed to the use of OGISPS and PSIG.
On the whole, the treatmentlasted for 9 weeks, one
week for trainingof teachersand observers,1 week
for pretestadministration,5 weeks of instruction,and
1 week of posttestadministration.
ExperimentalGroups
There are three experimental groups in the
studyand each with its own peculiarity.The peculiar
nature of the first experimentalgroup (LMPSPST)
is that students were exposed to specific practical
skills in chemistryapart from the laboratoryteach-
ing. Each of the skills were demonstratedby the
teachersusingspecificapparatusinvolvingtitrimetric
analysis.In additionto the teachingof specificskills,
studentsin this groupwere exposed to problemsolv-
ing techniqueusingSelvaratnamand Frazer's(1982)
model for solving chemistryproblems.The students
were also made to demonstrateall the specificskills
as the laboratorysessionsprogressed.Teachersin the
groupserved as guide to the learnerswhile they em-
Adesoji and Raimi
phasizedthe masteryof the specificskills.The skills
were observing, manipulating apparatus, record-
ing, measuring,and identifyingvolumetricanalysis
apparatus.
The second (LMPS) and the third experi-
mental groups (LMPST) differ a bit from the
first in that the students were only exposed to
the use of Selvaratnam-Frazer'sproblem solving
model for solving chemistry problem as supple-
ment to laboratory instructionin the case of the
LMPST group. There was no instructionalsession
on practical skills. The LMPS group was exposed
to only the practicalskills in additionto laboratory
instruction.
Priorto each of the laboratorysessions,students
in both the LMPSPSTand LMPSTreceivedinstruc-
tions regardingthe laboratoryactivitiesto be carried
out in terms of aim, materials,and proceduralsteps
while teachersensuredthe teachingof specificskills
to be acquiredby the students.
The ControlGroup
Students in the control (LM) group only re-
ceived instructionson topics related to volumetric
analysis.Specificpracticalskillswere not taughtand
Selvaratnam-Frazer modelwasnot usedin the teach-
ing problem solving. They were taught using the
of
conventional method of solving problems in volu-
metricanalysis.
Data Analysis
The posttest attitudinalscores were subjected
to analysisof covariance(ANCOVA) using pretest
scores as covariates. Scheffe's post hoc test was
carried out in the occasion of significantmain ef-
fects while graphicalillustrationswere used to fur-
ther explain the interaction effects wherever such
occur.
RESULTS
Table I shows the results of analysisof covari-
ance of posttest attitude to chemistry scores. The
table shows significantmain effects of treatment,
F(3, 285) = 6.263; P < 0.05, and numericalability,
F(l, 285) = 8.737;P < 0.05. It also shows significant
two-wayinteractioneffects of treatmentand gender,
Effects of Laboratory Instructional Technique on Students9 Attitude 381

Table I. Summary of 4 x 2 x 2 ANCOVA on the Posttest Attitude Scores of Subjects According

to Treatment, Gender, and Ability
Sources of variation Sum of squares DF Mean square F Sig. of F
Covariates 0.558 1 0.558 2.690 0.102
Pretest 0.558 1 0.558 2.690 0.102
Main effects 3.901 3 1.300 6.263 0.000
Treatment 3.901 3 1.300 6.263 0.000*
Gender 0.273 1 0.273 1.246 0.265
Ability 13.547 1 13.547 78.737 0.000*
2-Way interactions 1.807 3 0.602 2.953 0.033
Treatment x Gender 1.807 3 0.602 2.953 0.033*
Treatment x Ability 3.130 3 1.043 6.726 0.000*
Gender and Ability 1.115 1 1.115 6.590 0.000*
3-Way interactions 1.498 3 0.499 3.372 0.019*
Treatment x Gender x Ability 1.498 3 0.499 3.372 0.019*
Explained 22.967 16 1.455 22.544 0.000
Residual 39.831 269 0.148
Total 62.798 285 0.220

'Significant at P < 0.05.

F(3, 285) = 2.953;P < 0.05; treatment and numeri- mean attitude scores of the three experimental
cal ability,F(31, 285) = 6.0726;P < 0.05;genderand groupsLMPSPST(x = 87.41), whichwere all higher
numericalability,F(l, 285) = 6.590;P < 0.05,as well than the mean attitudesscore of 79.31. On gender,
as the three-way interaction effects of treatment, males had higher attitude mean score (x = 84.71)
gender and numerical ability, F(3, 285) = 3.372; than the females (x = 82.91). In the same vein, high
P < 0.05. ability students had a higher attitude mean score
Multiple Classification Analysis (MCA) than the low abilitystudents.
(TableII) reveals that students exposed to en- Table III reveals that the attitude mean score
hanced laboratoryinstructionalstrategyhave more of the control group (LT) differs significantly
positive attitude towardchemistrythan their coun- from those of group 1 (LMPSPST)and group III
terparts who were taught using the conventional (LMPST).
laboratorymethod only. This is evident from the The two-way and three-way interaction were
further explained through graphical illustrations.
Figs. 1 and 2 shows ordinal interactionto the ef-
fect that students who were exposed to enhanced
Table II. Multiple Classification Analysis of the Posttest Perfor- laboratory instructionaltechniques displayed bet-
mance of Subjects in Attitude Scale According to Treatment, ter attitude toward chemistry than their counter-
Gender, and Ability
parts in the control group irrespective of gender
Adjusted for and numericalability. The figuresfurtherrevealed
Variable 4- Unadjusted independent
deviation
that the differentialeffect of treatmenton students
category N deviation r) p
attitude toward chemistry was more on low abil-
Treatment
LTPSPST 110 -3.6 -3.65 ity students and also more on females than male
LTPS 62 2.40 2.60 students.
LTPST 32 3.80 3.60
LT 82 -4.10 0.26 -4.50 0.26
Gender
Male 145 0.90 0.9 Table in. Summary of Scheffe Post Hoc Test on Postattitude
Female 141 -1.2 0.08 -0.9 0.07 Mean Scores According to Treatment Groups
Ability
High 98 -7.2 -7.2 Groups Means Group 4 Group 2 Group 1 Group 3
Low 188 6.0 0.47 6.0 0.47 3 86.81
Multiple R2 0.071 1 86.82 * *
Multiple R 0.266 2 87.02
4 86.56
Note. Grand mean = 83.8.
382 Adesoji and Raimi

Performance
A
100-

80 _

•Expl

" ~
• - • Control

40 -

20 _

Low High

Fig. 1. Graphical illustration of interaction effect of treatment and ability on students' attitude toward chemistry.

Performance
>^

100- ^v.

• ^^

80 _ ^V.

60 -

40 -

20 _

i j I i >

A B C D
KEY

A - High ability male

B - High ability female
C - Low ability male
D - low ability female

Fig. 2. Graphical illustration of interaction effect of Gender and ability on students' attitude toward chemistry.
Effects of Laboratory Instructional Technique on Students9 Attitude
DISCUSSION
Figure 1, which shows positive effect of
treatmenton students'attitude towardchemistryis
sensitive to students' numericalability. It also re-
vealed that the sensitivity was more on low abil-
ity students. However, the results indicated that
both low and high ability students seemed to im-
prove significantlyin terms of their attitude to-
ward chemistry when exposed to the treatment.
This result when viewed against the significant
main effect of treatment suggest that the use
of enhanced laboratory teaching method is dis-
cerniblein promotingpositiveattitudeof studentsto
chemistry.
The result,also when viewed againstthe signifi-
cantmaineffect of ability,also suggestedthatthe use
of enhancedlaboratoryinstructionalstrategyseemed
to narrowthe gap between students'of high and low
abilitylevel. The resultson significantinteractionef-
fect of treatmentand numericalabilityindicatedthat
the positiveattitudeof studentsto Chemistrywas not
as a resultof treatmentalone. Numericalabilityalso
contributedto them. This supportedthe findingsof
Raimiand Oduwaye(1997)who said that methodof
teachingcould promotethe developmentof positive
attitudetowardchemistry.
The reported interactioneffect of gender and
numericalability in Fig. 2 is ordinalin nature such
that in all, males performed better than females.
Hence,males seem to be more positivelydisposedto
chemistryin all the groups (both experimentaland
control).This shows that chemistryteachersshould
give less considerationto gender and ability when
studentsare to be tested at the affectivelevel of edu-
cation;hence, they should use enhancedlaboratory
method which will ensure the development of the
righttype of attitudeto chemistry.
The significantinteractioneffect of treatment
andstudents'genderand chemistryattitudesuggests
that effect of enhanced laboratorymethod while
teachingseems to be gender sensitive at the effec-
tive level of learningoutcome. The reported inter-
action is ordinalin nature such that studentsin the
experimentalgroups expressedbetter attitude than
those in the Controlgroupirrespectiveof gender. It
also shows that there is a differentialeffect of treat-
ment on attitude toward chemistryacross the gen-
dergroup.Thisreportedinteractionof treatmentand
genderhad been reportedin some past studies,such
include those of Iroegbu and Okpala (1998). Also
Adeoye (2000) found a significantinteractioneffect
383
of treatmentand gender at cognitive level of think-
ing in physics.
The three-way significantinteractioneffect of
treatment, students' gender and ability on perfor-
manceat effective level of learningoutcomesuggests
thatthe effect of treatmentin developingthe rightat-
titude on the part of studentscannotbe overempha-
sized. The reported interactionis ordinal such that
all experimentalgroupsexpressedbetter attitudeto-
ward chemistrythan their counterpartsin the con-
trol group.The ordinalnatureof the reportedinter-
action (in all of the experimentalgroups) serves as
empiricalevidence in supportof teacher'suse of lab-
oratory method (in terms of supplementingit with
problem solving strategy and practicalskills teach-
ing) while teachingall the fourgender-abilitygroups.
The estimatedmeans scoresdifferencefor the group
(betweenexperimentalandcontrolgroup)especially
between experimentalgroup 2 and control group is
0.4. This estimate of impact of treatmenton chem-
istry attitude also suggest, in part, that the use of
enhanced laboratorymethod in the teachinglearn-
ing process could be used to promote students'pos-
itive attitude toward the subject.A criticalanalysis
of the results also shows that treatmentwas found
to be the most potent contributorto the explanation
followed by students' ability while gender was the
least.
In the light of the entire results and accom-
panied discussion,the authors share the view that
educationalpolicy makersand administratorsshould
ensure the use of enhanced laboratorymethod of
teachingin orderto promotethe developmentof the
right attitude toward chemistryparticularlyamong
secondary schools students. This should be done
withoutplacingundueemphasison numericalability
andgender.Thisis likelyto enhancethe performance
of studentsin the subject.
IMPLICATIONFOR SCIENCETEACHING
IN RURAL SETTING
Much has been written about the limitationof
didacticteachingmethodsin teachingscience.This is
because these methods would not allow students to
feel science as the methods are very much in agree-
ment withthe objectivist'stheory.It is the contention
of the constructiviststhat studentsshould be taught
"howto learn."They shouldbe allowedto construct
their knowledge.This is exactly what the enhanced
laboratoryinstructionaltechnique does. Science is
384
alien to African culture and a good number of stu-
dents in developing economy see science as magic.
This mightbe because of the methodsused in teach-
ing the subjects.If science is made real throughthe
use of appropriateequipment and when students
are allowed to manipulatesuch equipmentby mak-
ing use of the needed skills, they are likely to per-
formbetter and consequentlydevelop more positive
attitude to science. This is what happened in this
study.
Therefore, it is the contention of the authors
that, if the methods adopted in teaching science
in this study is used in a similar rural setting like
Oyo Township, similar results are likely to be ob-
tained. Science should be made fun to students in
developing countries by laying emphasis on practi-
cal demonstrations.The mysterysurroundingscien-
tificfactsandprincipleswouldbe removedfromtheir
minds and they would be made to develop interest
in science. Once they develop interest in the sub-
jects, they are likely to improve on their academic
performance.
Eilks (2002) asserted that one of the reasons
why student's interest in science is diminishingis
the poor teaching strategiesbeing employed by the
teachersand classroomactivitiesthat are being used.
Literature has repeatedly drawn attention to the
fact that teachingin secondaryschool science classes
is very often highly teacher centered and is char-
acterized by a lack of variety in teaching method
(Balogun,1972). Apart from the lesson content, the
teaching methods and classroom activities have a
large influence on student's attitude toward school
subject.
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