Effect of activity-based method on pupils’ performance in balancing chemical equations

Abstract

The study assessed the effect of activity- based method on selected pupils’ performance in balancing of chemical equations. It employed the action research design that involved pre-intervention, intervention and post intervention strategies. These strategies were used to ensure conceptual understanding in balancing chemical equations using three activities and a combination of three existing methods and to evaluate the effects of the method on 40 pupils’ academic achievement at Socco H/H Basic School. Mixed method was the research approach employed by the researcher. A purposive sampling was done since an intact class was used to help achieve the set goal. Data collecting instrument such as interview guide, questionnaire, pre and post intervention test were also used. A descriptive statistic such as simple percentages with bar charts representation was used for the data analysis to evaluate the effect of the activity-based method on pupils’ achievement in balancing of chemical equations. Originally, about 72% of the pupils found it difficult to write chemical formulae correctly but after the intervention, pupils performance improved drastically with 50% difference of the post intervention test scores and 13.62 mean difference of the post intervention test scores. To the researcher, the outcome of the findings showed that, the activities used in teaching balancing of chemical equations were very effective as pupils felt motivated to learn the supposed complicated concept in chemistry and their conceptual understanding and academic performance improved. The prepared module which was used at the intervention stage to ensure conceptual understanding could serve as a guide to the science teachers of Socco H/H Basic School in teaching balancing of chemical equation.