Flipped, Open Inquiry, and Demonstration Practicals Contrasted: Effects on High School Chemistry Learning Achievement and Intellectual Curiosity
Domaine:
educationType de record:
paper
Créateur:
ChrIsa
Éditeur:
Nex
Hôte:
Experimentation is rare in most West African high schools due to the absence of functional science laboratories. Chemistry teachers more often resort to demonstration, which may limit curiosity in science learners and negatively affect general learning outcomes. This study examines the effect of demonstration, guided inquiry, and flipped practical experimentation on the chemistry achievement scores, and intellectual curiosity of grade eleven students in Bong County, Liberia. The Non-equivalent control group design was used, with 340 students in six high schools constituting a cluster random sample. Multivariate Analysis of Covariance (MANCOVA) was used for inferential statistical analyses. Results showed that the three methods are unequally effective in enhancing conceptual understanding of chemistry; there was a significant difference in the effectiveness between the inquiry-based and the flipped experimentation, in favor of the flipped practical, which was also the most effective. Learners’ curiosity did not depend on experimental approach. The outcome of this study implies that the use of multimedia embedded experiments in teaching science needs to be implemented since it arouses learners’ curiosity.
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