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Effect of Analogy-Based Teaching On Secondary School Students’ Attitudes Toward Learning of Chemical Equilibrium in Nguru, Yobe State, Nigeria
Abstract:
This study investigates the effect of analogy-based teaching on secondary school students' attitudes toward learning chemical equilibrium in Nguru, Yobe State, Nigeria. Chemical equilibrium is a fundamental concept in chemistry education, and students' attitudes toward this subject can significantly impact their learning outcomes. The purpose of this research is to explore whether the use of analogy-based teaching strategies can improve students' attitudes toward learning chemical equilibrium.
The study follows a quasi-experimental design, with a pretest-posttest control group. The participants consisted of 120 secondary school students randomly assigned to two groups: an experimental group and a control group. The experimental group received instruction on chemical equilibrium using analogy-based teaching methods, while the control group received traditional instruction without the use of analogies. The Attitude toward Chemistry Scale (ATCS) was used to assess students' attitudes before and after the intervention.
The findings of the study indicate a significant improvement in students' attitudes toward learning chemical equilibrium in the experimental group compared to the control group. The students who received analogy-based instruction demonstrated higher levels of interest, motivation, and positive attitudes toward chemistry compared to those who received traditional instruction. The use of analogies helped students relate abstract concepts of chemical equilibrium to familiar and concrete everyday experiences, thereby enhancing their understanding and engagement.
The study suggests that analogy-based teaching can be an effective pedagogical approach to promote positive attitudes and engagement in the learning of chemical equilibrium. The findings highlight the importance of incorporating instructional strategies that bridge the gap between abstract concepts and students' prior knowledge. It is recommended that chemistry educators in Nguru, Yobe State, and similar contexts consider integrating analogy-based teaching methods into their instructional practices to enhance students' attitudes and learning outcomes in chemistry education.
Keywords: analogy-based teaching, chemical equilibrium, attitudes toward learning, secondary school students, Nguru, Yobe State, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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