Abstract
The main purpose of this study is to develop and validate context-based laboratory activities and low-cost kits for chemistry to improve the practical and laboratory skills of Grade-10 students in a junior public high school. The efficacy of these teaching materials were assessed and quantified by teacher and student respondents using descriptive and quasi-experimental methods. Both laboratory activities and kits were designed to support the use of low-cost chemicals and reagents; and promote the improvisation of equipment and materials. These materials were assessed by 12 teachers and field-tested by 30 Grade 10 students. A standardized multiple-choice pre-test and post-test consisting of 65 items each were used to measure students’ mean gain performances. Prior to using the materials, a pre-test was conducted and have identified students’ least mastered topics, the chemical reaction, Boyle’s and Charles’ Laws respectively. A post-test was administered to measure the mean gain performance after using the materials. Data show that both the teacher and student respondents evaluated the context-based activities and low-cost kits effective and highly acceptable (4.79 on a scale of 5 weighted mean). Mean gain performance in chemistry increased significantly in the experimental group compared to the control group, with Hake’s mean gain scores of 0.63 and 0.25 respectively. The mean scores and levels of mastery of students in the experimental group who used these materials were also significantly higher than those in the control group.
Highlights
Science and technology play significant roles in the improvement of our quality of life, have a huge impact in our society
It shows that the overall perceptions of the science teachers in the science laboratory was fair or evident with reservation (2.91 on a scale of 5 weighted mean)
The use of the low-cost chemistry kits was very effective in helping learners to perform better in posttests
Summary
Science and technology play significant roles in the improvement of our quality of life, have a huge impact in our society. For students to appreciate advances in science and technology worldwide, it is necessary for educators to design, develop, and establish materials and practices help learners become more creative, critical and analytical thinkers (Kumar and Altschuld, 2004). Chemistry is often perceived by learners as a difficult subject. Chemistry requires learners to actively infuse themselves in laboratory activities in order to improve their practical and laboratory skills and to achieve optimum scientific learning. Development and Evaluation of Context-Based Laboratory Activities in Chemistry Using. According to Solon (2006), the Philippine public school system continues to be plagued by inadequate budgets, and most schools are not capable of providing adequate laboratory training for students In addition, traditional lecture-based instructional methods are usually not effective, and education researchers have presented arguments that chemistry education should involve more hands-on and context-based learning
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