Examining Teachers' and Students' Perceptions on the Use of Science Kits to Improve Chemistry Performance in Lower Secondary Schools
DOI:
https://doi.org/10.58197/prbl/AORI1073Keywords:
Science kits, students' performance, practical work, teaching and learningAbstract
This study looks into teachers' and students' views on using science kits to improve chemistry performance in lower secondary schools. The study aims to learn more about the efficacy and acceptability of adding science kits to the chemistry curriculum. Science education is an important component of a well-rounded academic experience, and improving its delivery through novel techniques such as science kits offers enormous promise. The study takes a qualitative approach, collecting data from teachers and students through questionnaires and interviews. The study included 91 participants, including 81 students, seven science teachers, and three administrative staff members, who were chosen using random and purposive sampling methods. Data were gathered through student questionnaires, interviews with instructors and staff, and appropriate documents. The findings revealed that incorporating science kits into education had considerable benefits. These included high engagement with science kits (92.5%), enhanced knowledge of scientific ideas (96.2%), a more enjoyable learning experience (97.5%), increased student success rates in assessments (80.2%), and a move toward student-centered learning (74.0%). A disproportionate emphasis on theoretical tests (91.3%), overcrowded scientific classrooms (88.8%), and a strong demand for science materials (72.8%) were all challenges. To improve student performance with science kits, proposed techniques included providing an adequate supply of kits (100%), training teachers in appropriate kit usage (92.5%), and implementing safety precautions (74.0%). It is suggested that educational institutions ensure the availability of a wide range of science kits, including atomic model kits and others, and integrate regular practical works into science teaching.
Keywords: Science kits, students' performance, practical work, teaching and learning
References
Bada and Olusegun, S. (2015) 'The psychogenisis of knowledge and its epistemological significance', IOSR Journal of Research & Method in Education (IOSR-JRME), 5(6), pp. 23–34. Available at: https://doi.org/10.9790/7388-05616670.
Bukoye, R.O. (2019) 'Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling', Proceedings, 2(21), p. 1395. Available at: https://doi.org/10.3390/proceedings2211395.
Chakanika, W.W., Sichula, N.K. and Sumbwa, P.I. (2012) 'The challenges of rural education in Africa', South Africa Rural Educator, 2(October 2019), pp. 6–17.
Dickerson, D. et al. (2006) 'Using science kits to construct content understandings in elementary schools', Journal of Elementary Science Education, 18(1), pp. 43–56. Available at: https://doi.org/10.1007/bf03170653.
Gilbert, J.K. (2004) 'Models and modelling: Routes to more authentic science education', International Journal of Science and Mathematics Education, 2(2), pp. 115–130. Available at: https://doi.org/10.1007/s10763-004-3186-4.
Gumala, Y. et al. (2020) 'the Influence of Using Kit of Science for Kids To Elementary School Students' Concept Mastery', PrimaryEdu - Journal of Primary Education, 4(1), p. 74. Available at: https://doi.org/10.22460/pej.v4i1.1617.
Habyarimana, J. de D. et al. (2022) 'Quality Education in Rwanda : A Critical Analysis of Quality Indicators', IOSR Journal Of Humanities And Social Science, 27(2), pp. 52–70. Available at: https://doi.org/10.9790/0837-2702065270.
Hin, L.T.W. and Subramaniam, R. (2014) 'Communicating science to the public: Opportunities and challenges for the Asia-Pacific region', Communicating Science to the Public: Opportunities and Challenges for the Asia-Pacific Region, (July), pp. 1–298. Available at: https://doi.org/10.1007/978-94-017-9097-0.
Jones, G. et al. (2012) 'Differential use of elementary science kits', International Journal of Science Education, 34(15), pp. 2371–2391. Available at: https://doi.org/10.1080/09500693.2011.602755.
Koul, A. and Verma, R. (2018) 'Science kits as resource: issues and challenges', Asia-Pacific Forum on Science Learning and Teaching, 19(2).
Larombe, E.A. and Saro, J.M. (2023) 'Effectiveness of Contextualized Learning Materials in Improving the Reading Skills and Comprehension Level of the Students LEARNING MATERIALS IN IMPROVING THE', Psychology Education, 7(3), pp. 435–444. Available at: https://doi.org/10.5281/zenodo.7702258.
Nahimana, J.P. et al. (2023) 'Impact of Low-Cost Atomic Models on Upper Secondary School students' Comprehension of Electronic Configuration and Chemical Bond Concepts in Nyarugenge , Rwanda', East African Journal of Education and Social Sciences, 4(3), pp. 240–245.
Netzell, E. (2014) 'Using models and representations in learning and teaching about the atom', pp. 1–74.
Nsabayezu, E. et al. (2022) 'Rubric-based formative assessment to support students' learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning', Education and Information Technologies, 27(4), pp. 1–18. Available at: https://doi.org/10.1007/s10639-022-11113-5.
Nsabayezu, E., & Iyamuremye, A. (2022a) ‘Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda’,Education and Information Technologies, 2(1), 7. https://doi.org/10.1007/s10639-022-11344-6
Nsabayezu, E., Iyamuremye, A., Kwitonda, J. D., & Mbonyiryivuze, A. (2020) ‘Teachers ’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools’, African Journal of Educational Studies in Mathematics and Sciences Vol. 16, No. 2, 2020, 16(2), 84.
Nsabayezu, E., Iyamuremye, A., & Mbonyiryivuze, A. (2023) ‘Digital ‑ based formative assessment to support students ’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda’ Education and Information Technologies, 28(1), 1–5. https://doi.org/10.1007/s10639-023-11599-7
Nsabayezu, E., Iyamuremye, A., Mukiza, J., Habimana, J. C., Mbonyiryivuze, A., Gakub, E., Nsengimana, T., & Niyonzima, F. N, (2022b) ‘Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry,’ Journal of Educational Sciences, 45(1), 124–134. https://doi.org/10.35923/jes.2022.1.09
Nsabayezu, E., Iyamuremye, A., Nahimana, J. P., Mukiza, J., Kampire, E., & Nsengimana, T. (2022c) ‘The progress in the application of rubric materials in chemistry teaching and students’ learning enhancement during 21st century: a systematic review,’ Discover Education, 1(1), 1–8. https://doi.org/10.1007/s44217-022-00005-y
Nsabayezu, E., Iyamuremye, A., & Nungu, L. (2023) ‘Online periodic table of elements to support students ’ learning of trends in properties of chemical elements,’ Education and Information Technologies, 28(2), 1–13. https://doi.org/10.1007/s10639-023-11650-7
Nsabayezu, E., Iyamuremye, A., & Urengejeho, V. (2022d) ‘Computer ‑ based learning to enhance chemistry instruction in the inclusive classroom : Teachers ’ and students ’ perceptions’, Education and Information Technologies, 27(3), 1–4. https://doi.org/10.1007/s10639-022-11082-9
Nsabayezu, E., Mukiza, J., Iyamuremye, A., Mukamanzi, O. U., & Mbonyiryivuze, A. (2022e) ‘Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning’, Education and Information Technologies, 27(4), 1–18. https://doi.org/10.1007/s10639-022-11113-5
Raman, R., & Vinuesa, R. (2021) ‘ Acquisition and User Behavior in Online Science Laboratories before and during the COVID-19 Pandemic’,
Salazar, E. et al. (2019) 'Evaluating a didactic strategy to promote atomic models learning in High School students through Hake's method. Emanuel Salazar R. Adolfo Eduardo Obaya V., Lucila Giammatteo and Yolanda Vargas-Rodríguez.’, 7(5).
Sale, M. (2016) 'The Place of Instructional Materials in Quality Teaching at Primary School Level in Katsina Metropolis , Katsina State', International Journal of Humanities and Management Sciences, 4(2), pp. 4–7.
Smith, L. and Macgregor, J.T. (1992) 'What is Collaborative Learning ? *'.
Vygotsky, L.S. (1978) ‘Reference: Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.'
Wiener, J. (2020) 'Science Teachers' Conceptions of Atomic Models', European Journal of Mathematics and Science Education, 1(2), pp. 67–80. Available at: https://doi.org/10.12973/ejmse.1.2.67.
Yavuz, R. and Savaşcı-Açıkalın, F. (2018) 'How the seventh grade students visualize atomic structure and models', SHS Web of Conferences, 48, p. 01041. Available at: https://doi.org/10.1051/shsconf/20184801041.
