Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
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Date
2017
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Publisher
University of Namibia
Abstract
This study investigated the effectiveness of a learner-centred approach in the teaching and learning of acids and bases at two selected secondary schools in Ohangwena region, Namibia. The study employed a quantitative approach and a quasi-experimental non-equivalent (pre-test-post-test) control group research design was used to collect data from two schools for two weeks (one at each school). Within this scope, a total sample of 80 grade 11 learners taking Physical Science Ordinary level were randomly selected from a population of 205 learners to participate in the study. Forty learners from school E formed the experimental group while the other 40 learners from school D constituted the control group. Both groups were assigned randomly. For the purpose of this study, lessons on acids and bases were conducted for four consecutive days to the experimental group. The learners were presented with hands-on activities, laboratory work such as experimentation and practical’s, small-group discussions and observatory activities to enable them to learn in a more learner-centred way. The control group was taught for the same duration (four days) but using different teaching strategies, such as demonstrations, chalk and talk, question and answer, lectures, as well as whole class discussions.
Both groups were pre-tested on the first day and later post-tested on the last day (fifth day) of the lessons. The non-equivalent (pre-test-post-test) scores were used to establish the cause and effect relationship between the use of Learner-Centred Approaches (LCAs) and learners’ performance on the topics of acids and bases. In addition, closed-ended questionnaire were used to evaluate the effectiveness of the teaching approaches as well as teaching resources used in enhancing learners’ performance. Descriptive statistics was used to analyse the quantitative data from the pre- and post-test scores and a t-test analysis was conducted for both. Graphs were generated to present the findings from the closed ended questionnaires. The mean results indicated that the post-test scores for the experimental group (16.5000) were higher than the post-test scores from the control group (11.200). Using small group discussions, laboratory experiments and demonstrations enhanced learners’ performance in acids and bases. Furthermore, it was also noted that; using various learning activities attracted learners’ interests in learning about acids and bases. It is therefore concluded that learner-centred approaches are effective in the teaching and learning of “acids and bases” as a topic in Physical Science as they enhance learners’ performance. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Science Education)
Keywords
Teaching, Learning, Acids