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EFFECT OF INTERACTIVE-ENGAGEMENT, ANALOGY-ENHANCED STRATEGIES AND LOCATION ON STUDENTS’ ACADEMIC PERFORMANCE AND SELF-EFFICACY IN CHEMISTRY
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
Abstract:
Chemistry education plays a crucial role in preparing students for scientific literacy and fostering their interest in the subject. This study aims to investigate the impact of interactive-engagement, analogy-enhanced strategies, and location on students’ academic performance and self-efficacy in chemistry.
Interactive-engagement strategies involve active participation, collaboration, and hands-on activities to enhance students’ learning experiences. Analogies are powerful cognitive tools that help students relate new concepts to familiar ones, enabling better understanding and retention. Location refers to the physical environment where learning takes place, such as traditional classrooms, laboratories, or online platforms.
The study employs a mixed-methods approach, combining quantitative analysis of academic performance data and self-efficacy scales with qualitative data from student interviews and surveys. A sample of students from different educational institutions will be selected and randomly assigned to experimental and control groups.
The experimental group will receive chemistry instruction incorporating interactive-engagement strategies and analogy-enhanced teaching materials, while the control group will receive traditional instruction. Both groups will be further divided into subgroups based on the location of instruction (e.g., physical classroom or online environment).
Data analysis will involve comparing academic performance scores and self-efficacy ratings between the experimental and control groups using statistical tests. Additionally, qualitative data will be analyzed to identify students’ perceptions and experiences regarding the different instructional strategies and locations.
It is hypothesized that students exposed to interactive-engagement strategies and analogy-enhanced teaching materials will demonstrate higher academic performance and self-efficacy compared to those receiving traditional instruction. Furthermore, the study will explore whether the location of instruction interacts with these strategies, influencing students’ outcomes.
The findings of this study will contribute to the growing body of knowledge on effective teaching strategies in chemistry education. The results will inform educators and curriculum developers on the benefits of interactive-engagement strategies and the use of analogies to enhance students’ learning experiences. Additionally, the study will provide insights into the influence of location on student outcomes, offering guidance for the design and implementation of chemistry instruction in various settings.
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