Deploying Card Games as Tools in Learning Chemistry Concepts in Nigerian Classrooms

Isaac Sewanu Bankole

Abstract


Over the last three decades, chemistry educators are concerned with improving the teaching and learning of chemistry. But Nigerian senior secondary students’ are still under performing in school and public examinations. Process skills development has also failed to be meaningfully achieved. Several methods have been employed to arrest the declining performance has been unsuccessful.  It is within this context that this study attempt to investigate the deployment of card games as a tool in learning difficult chemistry concepts in Nigerian classrooms. A quasi-experimental approach was employed for data gathering based on 2x2 factorial design (two teaching strategies-one experimental and one control and two levels of gender). A total of 215 senior secondary two students (113 female and 102 male) average age of 15 years from six senior secondary schools in three local government areas of Ogun State formed the sample.  Redox Reactions Achievement Test (RRAT), Process Skills Assessment Test (PSAT&PSAF) with reliability coefficients of 0.85 and 0.81 respectively were used to collect data. Four research questions were posed for investigation alongside their corresponding null hypotheses, tested based on pretest, treatment and posttest protocols. Data were subjected to Descriptive and Multivariate Analysis of Covariance (MANCOVA) using IBM-SPSS version 17.  MANCOVA results show that the value associated with Wilks’ lambda was 0.55; F=47.28; P<0.001, confirming the significance of the MANCOVA. Between subjects effect for the groups on the MANCOVA output showed that the achievement measure of the experimental (CG) and control groups were significantly different (mean score for CG = 18.43 and Control = 15.51; F=107.21; p<0.001) and for the process skills development (F=2.15; p<0.05) as experimental group (CG) developed greater process skills (mean score for CG = 18.12; LM = 17.24). Also, significant gender effect of cognitive achievement and process skills was found (Wilks’ Lambda = 0.98, F (2.266) = 2.94, p < 0.005).  The study concluded that Card games should be integrated into Nigerian classroom instruction to reinforce the understanding of concepts taught since it makes students to be active participants in the teaching and learning process.  It was recommended that teachers be trained in the use of innovative and interactive strategies such as card games in chemistry teaching.

Key words:  Card games, Cognitive achievement, Difficult topics in chemistry, Process skills. 

 


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Chemical Society of Nigeria