Beruflich Dokumente
Kultur Dokumente
net/publication/322505408
CITATIONS READS
2 236
3 authors, including:
Some of the authors of this publication are also working on these related projects:
All content following this page was uploaded by Arun Raj R on 15 January 2018.
Research Article
ABSTRACT
Education system all over the world, during the past few decades, has witnessed a transition, with far reaching consequences on the very paradigm
of teaching and learning, and with manifestation on the means of delivery. The possession of teaching skills and competence is an essential feature
of teaching professionals. While reviewing literature related to innovative strategies to teach chemistry, the investigator has found out that Predict-
Observe-Explain strategy is strategy that can motivate learners to learn Chemistry thereby enhancing their Achievement. The investigator has
taught the experimental and control groups according to the respective lessons transcripts prepared. An Achievement test in Chemistry was
administered to both the groups before and after the treatment. The data collected were analyzed using statistical methods and interpreted
accordingly. The findings of the study revealed that Predict-Observe-Explain strategy is effective in enhancing the Achievement in Chemistry of
secondary school students. In further studies it can repeated using other subject areas like History, Geography, literature etc.
INTRODUCTION
Education is considered as the most effective means for the all- access a wealth of knowledge and information which will contribute
round development of the learner, which helps him to grow socially, to an overall understanding of how and why things work like they
intellectually, morally and emotionally. Education should be do. Science is able to explain the mechanics and reasons behind the
organized in such a way that each child is inspired to participate daily functioning of complex systems, which range from the human
actively in the economic reconstruction of society. They should body to sophisticated modern methods of transport. Children and
understand that development of modern society depends upon the students are able to use this knowledge to understand new concepts,
development of Science and Technology. They should try to develop make well-informed decisions and pursue new interests. Science
themselves technologically so that technological efficiency and high also helps to provide tactile or visible proof of many facts we read
level competence is developed in them and they are able to enjoy about in books or see on the television; this helps to increase
maximum advantages of science in their daily life. Education is the understanding and helps children and teenagers to retain that
enrichment of the human knowledge and experience by going information.
through the process of thinking experimentation and drawing
conclusion. Today emphasis is on learning rather than mere Modern science education gives due significance to ‘process skills’
teaching. Learning is necessary for meaningful participation in a their advantage, application and progress. Science is considered
complex world, especially in one which human activity is defined by more as a process than as a product. The current innovations in
dynamic socio historical systems of meaning. Learning is meaningful schools emphasize the processes of science; the way scientists
only when students are capable to construct knowledge on their advance their knowledge and solve problems. The functional
own way, transfer the same and use it in new learning situations. concept of science and the use of proper methods of teaching will
make science teaching and learning effective, useful and interesting.
Science education being an essential component of general Science if studied properly developed power of thinking, reasoning,
education, which is the need and right of every human being, it curiosity, creativity, open mindedness, interest and scientific
should also play an important role to make the new generation attitudes.
capable of handling the problems in an effective way and of taking
wise decisions in their future life. Science education is the field A science teacher has to adopt the right method of teaching in order
concerned with sharing science content and process with individuals to make children learn effectively. For choosing right method for a
not traditionally considered part of the scientific community. The given situation, the teacher must be familiar with different methods
learners may be children, college students, or adults within the of teaching. Science learning provides training in science method
general public. The field of science education includes work in and also helps to develop a science attitude of mind in the learner.
science content, science process (the scientific method), some social [1,2,3]
science, and some teaching pedagogy. The standards for science STATEMENT OF THE PROBLEM
education provide expectations for the development of
understanding for students through the entire school curriculum The present study is intended to find out the effect of predict-
from elementary level to higher secondary level. The traditional observe-explain strategy on achievement in chemistry among
subjects included in the standards are physical, life, earth, space, and students at secondary level. Hence the study has been entitled
human sciences. The teaching of science offers students the ability to “EFFECT OF PREDICT-OBSERVE-EXPLAIN STRATEGY ON
sreerekha et al
International Journal of Education & Teaching Analytics I Volume 1 I Issue 1 I July-September 2016 I 1-5
ACHIEVEMENT IN CHEMISTRY OF SECONDARY SCHOOL The present study warrants three types of variables, independent,
STUDENTS” dependent variable and control variable.
DEFINITION OF KEY TERMS Independent Variable: Strategy adopted (Predict-Observe-Explain
strategy/ Existing method)
Predict-observe-explain strategy:
Dependent Variable: Achievement in Chemistry among secondary
The Predict-observe-explain strategy is often used in science school students.
teaching. It requires three tasks to be carried out first; this strategy
helps to uncover individual students’ predictions, and their reasons Control Variable: The student’s age, teacher factor, motivation and
for making these about a specific event. Second, students describe the length of the instruction.
what they see in the demonstration-observation. Third, students
must reconcile any conflict between their prediction and Method adopted for the study
observation explanation. This strategy focuses on linking students The present study was intended to measure the effect of predict-
existing ideas and beliefs relevant to a situation and exploring the observe-explain strategy on Achievement in Chemistry of secondary
appropriateness of these ideas and beliefs. school students. For this purpose experimental method is used. The
In the present study predict-observe-explain strategy is the strategy design selected for the study was Pre-test Post-test Nonequivalent
adopted by the investigator to transact Chemistry content by setting group Design.
up the learning environment according to the theory of this strategy Sample for the study
[5]
Two divisions of standard VIII of K.P.M High School, Poothotta,
Achievement in Chemistry: - Achievement is the knowledge Ernakulam district was selected as sample for the study. Each
attained/skills developed in school subjects or marks assigned by division consisted of 54 students. From these students, 35 students
the teacher. each, who have attended all the classes and have appeared for the
In the present study Achievement in chemistry refers to the scores Pre-test and Post-test, were selected as final sample [3,4]
obtained by secondary school students in the achievement test in Tools Used for the study
chemistry prepared by the investigator.
The tools used in the present study are:
Secondary school students: - Secondary school students are those
who are studying in standard VIII, IX and X. In this study standard 1.General datasheet
VIII students studying in schools recognized by Government of
2.Achievement test in chemistry (prepared by the investigator)
Kerala were considered as the representative of secondary school
students. 3.Lesson transcripts based on predict-observe-explain strategy
(prepared by the investigator)
HYPOTHESES OF THE STUDY
4Lesson transcripts based on existing method (Prepared by the
The hypotheses of the present study are:
investigator)
H (1): There is significant difference in the mean scores of
Procedure adopted for the study
Achievement in Chemistry between secondary school students
following predict-observe-explain strategy and existing method. The investigator has taught the experimental and control groups
according to the respective lessons transcripts prepared. An
H (2): There is significant difference in the mean scores of
Achievement test in Chemistry was administered to both the groups
Achievement in Chemistry between secondary school students
before and after the treatment. The data collected were analyzed
following predict-observe-explain strategy and existing method with
using statistical methods and interpreted accordingly.[5]
respect to each of the objectives, viz.,
Statistical techniques used
a.Knowledge
Major statistical techniques used for the analysis of data are the
b.Process
following; it is divided in to two;
c.Application
Descriptive statistics
H (3): There is significant difference in the mean scores of
1.Arithmetic mean
Achievement in Chemistry between Boys at secondary level
following predict-observe-explain strategy and existing method. 2.Standard deviation
H (4): There is significant difference in the mean scores of Inferential statistics
Achievement in Chemistry between Girls at secondary level
following predict-observe-explain strategy and existing method. The statistical techniques used for the study are
H (5): There is significant difference in the mean scores of 1.Two tailed test of significance between small independent
Achievement in Chemistry between Boys and Girls following predict- samples.
observe-explain strategy at secondary level.
2.Analysis of co-variance (ANCOVA)
H (6): There is significant difference in the mean scores of
3.Cohen’s d
Achievement in Chemistry between Boys and Girls following predict-
observe-explain strategy with respect to each of the objectives, viz ., 3. MAJOR FINDINGS OF THE STUDY
a.Knowledge Major findings arrived at based on the hypotheses formulated are as
follows
b.Process
1.Comparison of the Achievement in chemistry between secondary
c.Application
school students following Predict-Observe-Explain strategy and
2.METHODOLOGY existing method.
A brief description of methodology is presented under the following The investigator analyzed the Achievement in Chemistry of
headings secondary school students following Predict-Observe-Explain
strategy and existing method using ANCOVA. The result of analysis
Variables
2
sreerekha et al
International Journal of Education & Teaching Analytics I Volume 1 I Issue 1 I July-September 2016 I 1-5
The investigator analyzed the post test scores of Achievement in There is significant difference in the mean scores of Achievement in
Chemistry of boys and girls at secondary level using t-test and chemistry between boys and girls following predict-observe-explain
arrived the conclusion that there is no significant difference in mean strategy at secondary level.
scores of Achievement in Chemistry between Boys and girls The results reveals that the difference in mean scores of
(t=3.992, P>0.05) Achievement in Chemistry between Boys and Girls following Predict-
6.Comparison of Achievement in Chemistry between boys and girls Observe-Explain strategy is not significant. Hence Hypothesis5 is
at secondary level following Predict-Observe-Explain strategy with rejected.
respect to each of the objectives viz., Hypothesis 6
3
sreerekha et al
International Journal of Education & Teaching Analytics I Volume 1 I Issue 1 I July-September 2016 I 1-5
There is significant difference in the mean scores of Achievement in 2. Fensham, P., Gunstone, R. & White, R. (1994). Introduction:
chemistry between boys and girls following predict-observe-explain Science content and constructivist views of learning and
strategy with respect to each of the objectives, viz., teaching, London: The Falmer Press.
3. Best,J.W. & Kahn, J.V (2004). Research in Education, (7th ed.).
d.Knowledge New Delhi: Prentice Hall of India Pvt. Ltd.
e.Process 4. Best,J.W & John,W. (1977). Research in education, Englewood
Cliffs: New Jerrsey, Prentice Hall Inc.
f.Application 5. White, R., & Gunstone, R. (1992). Probing understanding.
London: The Falmer Press.
The difference in the mean scores of Achievement in Chemistry was
6. Garret, H.E (1981). Statistics in Psychology & Education. Vakils,
not found to be significant With respect to the objectives Knowledge,
Feffer and Simons Ltd, Bombay.
Process and Application. So the hypothesis6 is rejected.
7. Adesoji,F.A. & Segu,O. (2008). Student, teacher and school
EDUCATIONAL IMPLICATIONS environment factors as determinants of achievement in senior
secondary school chemistry in OYO state, Nigeria. The Journal
The present study was intended to measure the effect of Predict- Of International Social Research, 1(2),13-34.
Observe-Explain strategy on Achievement in Chemistry among 8. Aggarwal,J.C. (1996). Educational Research- An Introduction.
secondary school students. From the findings and discussions the New Delhi: Arya Book Depot.
investigator arrived at the conclusion that Predict-Observe-Explain 9. Kibirige, I., Osodo,J. ,&Tlala (2014) . The Effect of Predict-
strategy is can be employed in secondary school classrooms for Observe Explain Strategy on Learners’ Misconceptions about
enhancing Achievement in Chemistry among secondary school Dissolved Salts. Mediterranean Journal of Social Sciences. 5 (4),
students. Based upon the findings the following recommendations 300-310.
are found. 10. Ayvaci,H.S. (2013). Investigating the effectiveness of predict-
observe- explain strategy on teaching photo electricity topic.
1.It is recommended to provide proper training and periodical
Journal of Baltic Science Education, 12(5), 548-564.
orientation to teachers, so as to enable them to adopt Predict-
11. Costu,B., Ayas,A. & Niaz,M. (2012). Investigating the
Observe-Explain strategy in a scientific manner.
effectiveness of a POE-based teaching activity on students’
2.From the present study it is proved beyond doubt that Predict- understanding of condensation. Instr Sci, 40, 47–67.
Observe-Explain strategy can be applied to secondary level as the 12. Kala.N, Yaman .F& Ayas.A. (2013). The effectiveness of predict–
investigator could see that the students are seen more active and observe explain technique in probing students’ understanding
motivated to learn Chemistry lessons systematically. But the about acid–base chemistry: a case for the concepts of ph, poh,
textbooks and hand books prepared on the basis of existing method and strength. International Journal of Science and Mathematics
are not helpful to provide enough knowledge as visualized through Education. 11,555-574.
this learning approach. Hence it is provide guidelines about how to 13. Ozdemir, H., Huseyin bag & Bilen .K (2011). Effect of laboratory
use handbooks of Predict-Observe-Explain strategy in classrooms. activities designed based on prediction- observation -
Thus the teachers gain enough knowledge to handle the class as explanation (poe) strategy on pre-service science teachers’
perceived by this strategy. understanding of acid-base subject .Western Anatolia Journal of
Educational Sciences. 169-174.
3.As part of the study the investigator measured the level of 14. Teerasong,S., Chantore,W. &Ruenwongsa .(2010) .
achievement among students and the investigator inferred that Development of a Predict-observe-explain Strategy for
through the introduction of Predict-Observe-Explain strategy can be Teaching Flow Injection at Undergraduate Chemistry.
considered as a feasible strategy especially in Chemistry, hence it is International Journal of Learning. 17(8), 137-150.
recommended to introduce Predict-Observe-Explain strategy at 15. McCormack, A.J & Yager, R.E (1989). A new Taxonomy of
secondary level. Science Education. Science Teacher 56(2), 47-48.
4.The findings of the present study proved beyond doubt that the 16. Kothari, C.R. (1990). Research methods and Technique (2nd
application of Predict-Observe-Explain strategy is beneficial and ed.). New Delhi: New age international pvt.Ltd.
useful to learners for learning concepts and principles easily in 17. Kearney,M . (2004). Classroom Use of Multimedia-Supported
Chemistry. Hence it is suggested while framing curriculum stress be Predict–Observe–Explain Tasks in a Social Constructivist
given to Predict-Observe-Explain strategy. Learning Environment. Research in Science Education. 34,
427–453.
5.Through Predict-Observe-Explain strategy teachers can motivate 18. Mthembu, Z. P. (2001). Using Predict, Observe and Explain
the students to develop interest in Chemistry and also help them to Technique to Enhance Students’ Understanding of Chemical
develop the ability to openly constructively express their opinion Reactions. Unpublished Paper (ongoing research). University of
Natal King George V Natal.
CONCLUSION 19. Chong Wah, L., Treagust & David, F. (1998). The Effectiveness
POE strategy is highly effective in educational context. It helps to of Predict-Observe-Explain Tasks in Diagnosing Students'
improve Teaching-Learning standards. POE strategy allows students Understanding of Science and in identifying Their Levels of
to reflect on their experience and understanding of a subject. The Achievement. Paper presented at the annual meeting of the
findings of the study revealed that Predict-Observe-Explain strategy American Educational Research Association, San Diego, April.
is effective in enhancing the Achievement in Chemistry of secondary 13-17.
school students. Hence the investigator hopes that the findings of the 20. Bamiro, A.O. (2015). Effect of Discovery and Thin-pair-share
study will act as guidelines for teachers to adopt this strategy in strategies on secondary school student’s Achievement in
their classrooms. Chemistry. Sage open journal, 19, 17.
21. Bassett, M.M, Martinez, J. & Martin,P. E. (2014). Self-Directed
ACKNOWLEDGEMENT Activity based Learning and Achievement in high school
chemistry. Education research and perspectives an
Authors express their gratitude to Mrs. Mini Mathai, Vice principal, international journal, 41,73-94
Sahodaran Ayyappan Memorial College of Education, Ernakulam for 22. Ulsoy, F.M., Onen, A .S. (2014). A research on the generative
valuable suggestions during this work. learning model supported by context-Based learning. EURASIA
REFERENCE journal of mathematics,Science & Technology.10(6)
23. Barthlow,M.J. & Watson,S.B. (2014). The effectiveness of
1. Carr,M. ,Barker, M. , Bell, B. , Biddulph, F., Jones. A. & Process- oriented guided inquiry learning to reduce alternative
Kirkwood,V. (1994). The constructivist paradigm and some conceptions in secondary chemistry. Journal of school science
implications for science content and pedagogy. and Mathematics, 114(5), 246-255.
4
sreerekha et al
International Journal of Education & Teaching Analytics I Volume 1 I Issue 1 I July-September 2016 I 1-5