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EFFECT OF PREDICT-OBSERVE-EXPLAIN STRATEGY ON ACHIEVEMENT IN


CHEMISTRY OF SECONDARY SCHOOL STUDENTS

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Vol 1, Issue 1, 2016

Research Article

EFFECT OF PREDICT-OBSERVE-EXPLAIN STRATEGY ON ACHIEVEMENT IN CHEMISTRY OF


SECONDARY SCHOOL STUDENTS
SREEREKHA. S* , ARUN RAJ. R, SWAPNA SANKAR
Department of Pharmaceutical Sciences, Mahatma Gandhi University RIMSR, Kottayam, Kerala, India , Sahodaran Ayyappan Memorial College of
Education, Poothotta, Ernakulam, Kerala, India., *Sahodaran Ayyappan Memorial College of Education, Poothotta, Ernakulam, Kerala, India.
Email: sreerekha89@gmail.com

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.

Keywords: Predict-observe-explain strategy, Chemistry, Secondary school Students.

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

showed that there is significant difference in the mean scores of a. Knowledge


Achievement in chemistry between students at secondary level
following Predict-Observe-Explain strategy and existing method b. Process
(F=12.115, p<0.05). (M1=16.581, M2=13.848). c. Application
Since the mean scores of experimental group (ME=16.581) is greater The result of analysis showed that no significant difference exists in
than that of the control group (MC=13.848).From this it can be the Achievement in Chemistry with respect to each of the objectives,
concluded that Predict-Observe-Explain strategy is better than viz
Existing method for enhancing Achievement in Chemistry.
a) Knowledge (t=0.075, P>0.05)
2.Comparison of the Achievement in Chemistry between secondary
school students following Predict-Observe-Explain strategy and b) Process (t=0.966, P>0.05)
existing method with respect to each of the objectives viz.,
c) Application (t=0.334, P>0.05)
a.Knowledge
TENABILITY OF HYPOTHESES
b.Process
Hypothesis 1
c.Application
There is significant difference in the mean scores of Achievement in
a.Knowledge(F=69.617, P<0.05) (ME=4.034, MC=2.307) chemistry between secondary school students following predict-
observe-explain strategy and existing method.
b.Process (F=17.409,P<0.05) (ME=8.345, MC=6.112)
This hypothesis was tested and it is found that there is significant
c.Application(F=38.619, P<0.05) (ME=5.917, MC=3.712) difference in mean scores of Achievement in Chemistry between
Results of the analysis showed that there is significant difference in secondary school students following Predict-Observe-Explain
the adjusted mean scores of Achievement in Chemistry between strategy and Existing method. So Hypothesis1 is accepted.
secondary school students following Predict-Observe-Explain Hypothesis 2
strategy and Existing method with respect to each of the objectives.
Since the mean scores of experimental group is greater than that of There is significant difference in the mean scores of Achievement in
the control group for each of the objectives it can be concluded that chemistry between secondary school students following predict-
the application of Predict-Observe-Explain strategy has a major role observe-explain strategy and existing method with respect to each of
in enhancing Achievement in chemistry among secondary school the objectives, viz.,
students.
d.Knowledge
3.Comparison of Achievement in Chemistry between boys at
e.Process
secondary level following Predict-Observe-Explain strategy and
Existing method. f.Application
The investigator analyzed the post test scores of Achievement in Analysis of the data showed that there is significant difference in
Chemistry of boys following Predict-Observe-Explain strategy and mean scores of each of the objectives of Achievement in Chemistry
existing method using ANCOVA. The result of analysis showed that between secondary school students following Predict-Observe-
there is significant difference in post test scores of Achievement in Explain strategy and Existing method. So the Hypothesis2 is
Chemistry between Boys following Predict-Observe-Explain strategy accepted.
and Existing method (F=5.287,P<0.05) (ME=16.180, MC=13.409) .
Since the mean scores of experimental group is greater than that of Hypothesis 3
the control group it can be concluded that Predict-Observe-Explain
There is significant difference in the mean scores of Achievement in
strategy is better than Existing method in enhancing Achievement in
chemistry between Boys at secondary level following predict-
Chemistry of Boys at secondary level
observe-explain strategy and existing method.
4.Comparison of Achievement in Chemistry between girls at
The result revealed that there is significant difference in the adjusted
secondary level following Predict-Observe-Explain strategy and
mean scores of Achievement in Chemistry of Boys following Predict-
Existing method.
Observe-Explain strategy and Existing method. So Hypothesis3 is
The investigator analyzed the post test scores of Achievement in accepted.
Chemistry of girls following Predict-Observe-Explain strategy and
Hypothesis 4
existing method using ANCOVA. The result of analysis showed that
there is significant difference in post-test scores of Achievement in There is significant difference in the mean scores of Achievement in
Chemistry between secondary school girls following Predict- chemistry between girls at secondary level following predict-
Observe-Explain strategy and Existing method (F=7.209, P<0.05) observe-explain strategy and existing method.
(ME=17.047, MC=14.325) . Since the mean scores of experimental
group is greater than that of the control group it can be concluded The result revealed that there is significant difference in the adjusted
that Predict-Observe-Explain strategy is better than Existing method mean scores of Achievement in Chemistry between girls following
in enhancing Achievement in Chemistry of girls at secondary level. Predict-Observe-Explain strategy and Existing method. So the
Hypothesis4 is accepted.
5.Comparison of Achievement in Chemistry between boys and girls
at secondary level following Predict-Observe-Explain strategy Hypothesis 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

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International Journal of Education & Teaching Analytics I Volume 1 I Issue 1 I July-September 2016 I 1-5

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