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Analysis of conceptual understanding of solutions and titration among Rwandan secondary school students
By Kaneza, Pascal
This study aimed to examine the effect of three teaching approaches: The traditional teaching method, Teacher based demonstration experiment (TBDE), and the Student hands-on experiment (SHE), on students’ conceptual understanding of solutions and titration. The data were collected using a chemistry achievement test (CAT) comprising of 30 multiple-choice questions, prepared according to four levels of Bloom’s taxonomy, including remembering, understanding, applying, and analyzing. The results reveal that TTM alone could help students attain conceptual understanding in the lower-level knowledge domain and showed a slight improvement in the application and analysis level. At the same time, a great misconception was observed in the level of understanding. On the other hand, the combination of TTM with laboratory experiments either by TBDE or SHE improved students’ conceptual understanding of the first three learning domains better than TTM alone. Supplementation of laboratory experiments also improved students’ percentage scores for questions that looked difficult before intervention. The current study recommends that chemistry teachers should combine TTM with a laboratory experiment to bridge the gap between theory and practice. However, despite the positive impact of laboratory experiments in the first three learning domains, their effectiveness seemed to be reduced at the level of analysis. This finding is because the level of inquiry was low. After all, students had to follow the experiment protocol prepared by the teacher. Therefore, we recommend further studies to explore the effect of inquiry-based learning laboratories on students’ conceptual understanding of solutions and titration. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration
By Kaneza, Pascal
The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBDE) and a student hands-on experiment (SHE), on students’ academic performance. A total number of 324 senior five students studying chemistry as one of the main subjects in their combinations were selected from four provinces and Kigali city in Rwanda. The data were collected using a chemistry achievement test comprising 30 multiple-choice questions. This test was administered before and after teaching intervention to measure the effect of the three teaching approaches on students’ academic performance of solutions and titration. The Kruskal–Wallis test indicated that both SHE and TBDE had a higher mean rank after the intervention than the TTM group. The post-hoc test showed a statistically significant difference in the mean score of TTM vs. TBDE, as well as TTM vs. SHE. However, there was no significant statistical difference between the SHE vs TBDE groups. The results indicate that providing laboratory experiments through SHE or TBDE approaches significantly improved students’ academic performance of solutions and titration. Chemistry teachers are advised to use laboratory experiments provided either through SHE or TBDE as an effective remedial tool that could improve students’ performance in solutions and titration. © 2023 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
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