Abstract
This study was a mixed quantitative-qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students' perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental group and (3) 3-item open-ended questionnaire on students' perceptions of the instructional process using the DSCI that was administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving students' understanding of acid-base concepts with significant difference between the two groups on the posttest mean scores. Moreover, the effectiveness of the innovation was supported by an increase in students' interest in learning science as indicated by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in any institution with similar achieving students as well as for the professional development of teachers.
| Original language | English |
|---|---|
| Pages (from-to) | 1439-1458 |
| Number of pages | 20 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 9 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - Dec 2011 |
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Keywords
- constructivist approach
- context-based approach
- inquiry approach
- interest
- perceptions
- student achievement
- student-centred instruction
- teaching effectiveness
ASJC Scopus subject areas
- Education
- Mathematics(all)
Cite this
Understanding acid-base concepts : Evaluating the efficacy of a senior high school student-centred instructional program in Indonesia. / Rahayu, Sri; Chandrasegaran, A. L.; Treagust, David F.; Kita, Masakazu; Ibnu, Suhadi.
In: International Journal of Science and Mathematics Education, Vol. 9, No. 6, 12.2011, p. 1439-1458.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Understanding acid-base concepts
T2 - Evaluating the efficacy of a senior high school student-centred instructional program in Indonesia
AU - Rahayu, Sri
AU - Chandrasegaran, A. L.
AU - Treagust, David F.
AU - Kita, Masakazu
AU - Ibnu, Suhadi
PY - 2011/12
Y1 - 2011/12
N2 - This study was a mixed quantitative-qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students' perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental group and (3) 3-item open-ended questionnaire on students' perceptions of the instructional process using the DSCI that was administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving students' understanding of acid-base concepts with significant difference between the two groups on the posttest mean scores. Moreover, the effectiveness of the innovation was supported by an increase in students' interest in learning science as indicated by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in any institution with similar achieving students as well as for the professional development of teachers.
AB - This study was a mixed quantitative-qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students' perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental group and (3) 3-item open-ended questionnaire on students' perceptions of the instructional process using the DSCI that was administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving students' understanding of acid-base concepts with significant difference between the two groups on the posttest mean scores. Moreover, the effectiveness of the innovation was supported by an increase in students' interest in learning science as indicated by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in any institution with similar achieving students as well as for the professional development of teachers.
KW - constructivist approach
KW - context-based approach
KW - inquiry approach
KW - interest
KW - perceptions
KW - student achievement
KW - student-centred instruction
KW - teaching effectiveness
UR - http://www.scopus.com/inward/record.url?scp=82755187406&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=82755187406&partnerID=8YFLogxK
U2 - 10.1007/s10763-010-9272-x
DO - 10.1007/s10763-010-9272-x
M3 - Article
AN - SCOPUS:82755187406
VL - 9
SP - 1439
EP - 1458
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 6
ER -