Effects of predict-observe-explain instructional approach on science student-teachers’ performance and attitudes towards selected organic chemistry topics

Abstract

The study was conducted to assess the effects of predict-observe-explain instructional approach (POEIA) on the selected College of Education (COE) science student-teachers’ performance and attitudes towards the selected organic chemistry topics mainly hydrocarbons, alkanols, carbonyl compounds, alkanoic acids, alkanoates and amines. Action research was the design employed for the study. A total sample size of 40, 2021- 2022 second year science student-teachers made up of 32 (80.0%) males and 8 (20.0%) females were used for the study. A purposive sampling technique was used to select the sample in an intact class for the study. Tests, questionnaires and interviews were the instruments used to collect data for the study. The POEIA intervention activities was implemented for ten weeks. The data were analysed using both quantitative and qualitative data analysis methods. The SPSS version 21.0 for window was used for data analysis; and Microsoft excel program was used to present the data pictorially into Tables and charts. It was revealed that almost all 38(95.0%) perceived organic chemistry to be very difficult for them to learn. Again, alkenes, alkynes, alkanols, aldehydes, ketones, alkanoic acids, alkanoates, acid anhydrides and amines were identified as the nine most difficult topics to learn in their COE organic chemistry curriculum; with ketones being the most difficult topic. All the 40 (100%) respondents unanimously agreed that lack of remedial action by COE tutors for them and organic chemistry syllabus being too broad were the two major causes of their conceptual difficulties in learning the selected topics. It was observed that majority (50% or more) of the respondents demonstrated very good conceptual understanding with respect to functional group identification; but almost all of them demonstrated low conceptual understanding with respect to IUPAC nomenclature, organic reaction mechanisms and correct balancing of equations involving combustion of hydrocarbons and had misconceptions on these topics. It was found that science student-teachers’ performance had improved significantly and also had higher positive attitudes towards the selected organic chemistry topics after they had been exposed to the POEIA intervention activities. The post-intervention test results showed a significant increase in performance (t = -6.639, p < 0.05). Finally, the views of the research subjects on the POEIA were very positive, they wanted it to be continued, and that they indicated that the designed POE module could be used to enhance the teaching and learning of the selected organic chemistry topics at the colleges. It was therefore, recommended that chemistry tutors should adopt innovative teaching strategies such as POEIA so as to help COE science student-teachers to learn organic chemistry topics such hydrocarbons, alkanols, carbonyls, alkanoic acids, esters and amines better in colleges