1.0 Introduction
1.1 Background of Study
Chemistry is a fundamental science subject that plays a crucial role in technological advancement and national development. It serves as a foundation for various fields such as medicine, engineering, agriculture, and environmental science. Despite its significance, many secondary school students struggle with learning chemistry, often perceiving it as abstract and difficult to understand (Osborne, Simon, & Collins, 2003). Studies suggest that students learn better when teaching strategies are learner-centered and contextualized within their everyday experiences (Vygotsky, 1978). This has led to increasing advocacy for instructional strategies that incorporate local practices to make chemistry concepts more relatable and meaningful.
According to Adeyemo (2010), one of the major factors contributing to students' challenges in chemistry is the instructional strategy used in teaching. Traditional lecture-based methods, which focus on rote memorization and abstract explanations, have been found to be less effective in fostering students' engagement and comprehension (Adeyemo, 2010). Incorporating local practices in chemistry instruction involves the use of indigenous knowledge, traditional skills, and locally available materials to illustrate scientific principles. For instance, concepts such as fermentation, soap-making, and water purification can be taught using locally practiced methods, helping students see the relevance of chemistry in their daily lives (Jegede & Aikenhead, 1999). Such an approach not only enhances understanding but also stimulates students' interest and motivation to learn.
Instructional strategy refers to the various methods and techniques that educators use to facilitate learning and improve students' understanding of a subject. According to Gagné et al. (2005), instructional strategies are systematic approaches that guide the teaching-learning process to achieve desired educational outcomes. In the context of science education, particularly chemistry, the choice of instructional strategy can significantly influence students' interest, engagement, and academic performance.
Incorporating local practices into instructional strategies involves integrating culturally relevant knowledge, traditional methods, and locally available materials into teaching. This approach aligns with the constructivist learning theory, which emphasizes that students learn best when new knowledge is connected to their existing experiences (Vygotsky, 1978). In chemistry education, local practices such as indigenous methods of soap-making, fermentation, and water purification can serve as relatable examples, making abstract concepts more tangible and meaningful to students.
Interest and achievement in chemistry have been major concerns in secondary education. Research suggests that many students perceive chemistry as difficult due to its abstract nature and reliance on mathematical concepts (Osborne, Simon, & Collins, 2003). However, when instructional strategies incorporate real-life applications and culturally relevant practices, students are more likely to develop a positive attitude toward the subject and perform better academically (Jegede & Aikenhead, 1999).
Research has shown that students' interest in a subject significantly influences their academic performance. When students find learning engaging and relevant, they develop a positive attitude, which enhances their ability to retain and apply knowledge (Ainley & Ainley, 2011). Therefore, adopting instructional strategies that integrate local practices can bridge the gap between abstract scientific concepts and students' lived experiences, making chemistry more accessible and enjoyable.
1.2 Statement of Problems
Investigation revealed that the persistent decline in students' interest and achievement in chemistry has been a major concern in secondary education. Many students perceive chemistry as an abstract and difficult subject, often struggling to understand its complex concepts and formulas (Osborne, Simon, & Collins, 2003). Traditional teaching methods, which rely heavily on rote memorization and theoretical explanations, do not always provide meaningful connections between scientific concepts and students' daily experiences (Adeyemo, 2010).
Furthermore, many schools have not fully embraced this approach. Without clear data on its impact, teachers may hesitate to adopt such strategies, and policymakers may overlook their potential in curriculum development. This study is necessary to address these challenges by investigating how instructional strategies that incorporate local practices influence students' interest and achievement in chemistry.
1.3 Aim and Objectives of Study
The aim of this study is to examine the effect of instructional strategies that incorporate local practices on secondary school students' interest and achievement in chemistry. To achieve this aim, the study has the following objectives:
- To compare the performance of students taught using conventional methods with those taught using local-practice-based instructional strategies.
- To assess the effect of instructional strategies that integrate local practices on students' academic achievement in chemistry.
- To determine the impact of incorporating local practices on students' interest in learning chemistry.
- To evaluate students' perception of the relevance of chemistry when taught using local practices.
- To identify the challenges and benefits of incorporating local practices into chemistry instruction.
1.4 Research Questions
Based on the objectives of the study, the following research questions are formulated:
- What is the impact of incorporating local practices on students' interest in learning chemistry?
- How does the use of instructional strategies that integrate local practices affect students' academic achievement in chemistry?
- How does the performance of students taught using conventional methods compare with those taught using local-practice-based instructional strategies?
- How do students perceive the relevance of chemistry when taught using local practices?
- What are the challenges and benefits of incorporating local practices into chemistry instruction?
1.5 Research Hypothesis
Based on the objectives of the study, the following hypotheses are formulated:
Hypothesis One
- H0: There is no significant effect of incorporating local practices on students' interest in learning chemistry
- H1: There is a significant effect of incorporating local practices on students' interest in learning chemistry
Hypothesis Two
- H0: The use of instructional strategies that integrate local practices has a significant negative effect on students' academic achievement in chemistry
- H1: The use of instructional strategies that integrate local practices has a significant positive effect on students' academic achievement in chemistry
1.6 Significance of Study
The outcome of this research will benefit secondary school teachers by equipping them with practical strategies to improve student engagement and performance in chemistry. Also, curriculum developers and policymakers will find this study valuable in designing educational programs that align with students' cultural and environmental contexts. The study will provide empirical evidence on the effectiveness of incorporating local knowledge into science teaching, which will support curriculum reforms aimed at enhancing student-centered learning.
Furthermore, students will benefit directly from this study as it will promote a learning approach that makes chemistry more understandable and interesting. Increased interest in the subject will lead to better academic performance and may encourage more students to pursue careers in science-related fields.
Lastly researchers in science education will also find this study significant as it will contribute to existing literature on innovative instructional strategies. It will serve as a reference for future research on integrating local practices into science teaching, inspiring further investigations into effective methods for improving learning outcomes.
1.7 Scope of Study
This study focuses on the effect of instructional strategies that incorporate local practices on secondary school students' interest and achievement in chemistry in Lagos State, Nigeria. The research will be conducted in selected public and private secondary schools within the state, ensuring a diverse representation of students from different backgrounds. It will also target senior secondary school students (SS1–SS3) who are actively studying chemistry as part of their curriculum.
1.8 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- The study was constrained by time, as the academic calendar and examination schedules limited the duration of the intervention. A longer period would have allowed for a more comprehensive assessment of students' long-term retention and academic improvement.
- Teacher willingness and familiarity with integrating local practices into chemistry instruction was another challenge. Some teachers were resistant to adopting new teaching methods due to workload concerns or lack of training in culturally responsive pedagogy.
- Student participation and motivation during the study were also influenced by external factors such as socio-economic conditions, prior interest in science, and personal learning preferences.
1.9 Definition of Terms
Instructional Strategy: An instructional strategy refers to the various techniques, methods, and approaches that teachers use to facilitate learning and improve student outcomes (Slavin, 2006). In this study, it relates to the integration of local practices into chemistry lessons to enhance students' understanding and engagement.
Local Practices: Local practices are traditional and culturally relevant methods, skills, and knowledge passed down within a community (Aikenhead & Jegede, 1999). In the context of this study, they include activities such as soap-making, fermentation, and water purification, which are linked to chemistry concepts.
Secondary School Students: These are students enrolled in the post-primary education system, typically between the ages of 12 and 18 (Federal Ministry of Education, 2013). This study focuses on students in senior secondary school who are actively studying chemistry as part of their curriculum.
Interest in Chemistry: Interest in chemistry refers to a student's curiosity, enthusiasm, and willingness to engage with chemistry-related concepts and activities (Renninger & Hidi, 2016). A high level of interest often leads to better academic performance and a greater likelihood of pursuing science-related careers.
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