EXPLORING THE IMPACT OF EXPERIENTIAL LEARNING ON STUDENT ATTITUDE AND ACHIEVEMENT IN CHEMISTRY
Background of the study
Chemistry education plays a crucial role in shaping students' understanding of the world around them and preparing them for future academic and career opportunities (Gabel, 2014; Taber, 2018). Traditional teaching methods often focus on theoretical concepts and rote memorization, which may not fully engage students or foster a deep understanding of the subject (Bretz, 2019). Chemistry helps us understand the composition, structure, and changes of matter, which are fundamental to all physical substances and processes (Mahaffy, 2014). It also leads to the development of new medications and treatments, improving health care and prolonging life (Venter, 2017). Knowledge of chemistry is crucial for addressing environmental issues such as pollution, climate change, and sustainable resource management (Matlin et al., 2016). It fosters critical thinking and problem-solving skills, as chemists analyze substances, identify properties, and create solutions to various challenges (Coppola & Jacobs, 2016).
In recent years, there has been growing interest in incorporating experiential learning approaches in the classroom to enhance student learning outcomes (Kolb, 2015). Experiential learning involves hands-on activities, experiments, and real-world applications that allow students to actively engage with the material and apply their knowledge in practical settings (Beck et al., 2017). Experiential learning is a powerful educational approach that emphasizes learning through experience, reflection, and application. It involves actively engaging with real-world experiences to develop knowledge, skills, and understanding (Kolb & Kolb, 2017). Rather than relying solely on traditional classroom instruction and theory, experiential learning encourages students to take an active role in their learning process (Eyler, 2018).
There are various methods of experiential learning, including internships, fieldwork, study abroad programs, simulations, and project-based learning (Gonzalez & Wagenaar, 2016). These hands-on experiences allow students to apply classroom knowledge in practical settings, leading to a deeper understanding of the subject matter and the development of critical thinking and problem-solving skills (Miller et al., 2018). Experiential learning also fosters personal growth and self-awareness by challenging students to step out of their comfort zones, take risks, and learn from their successes and failures (Dewey, 2016). By reflecting on their experiences, students can gain insights into their strengths and areas for improvement, leading to greater self-confidence and a sense of accomplishment (Moon, 2016). Overall, experiential learning is a valuable approach that can enhance academic learning, career readiness, and personal development (Kolb, 2015). It provides students with the opportunity to bridge the gap between theory and practice, preparing them for success in the complex and dynamic world beyond the classroom (Beard & Wilson, 2018).
The attitude of students towards chemistry can vary greatly depending on several factors (Cinar et al., 2016). Some students may find chemistry to be a fascinating subject that sparks their curiosity and drives them to learn more (Osborne et al., 2016). These students may have a positive attitude towards chemistry, viewing it as a challenging but rewarding field of study (Khan, 2018). On the other hand, some students may struggle with chemistry and find it to be a difficult subject (Cheung, 2017). This can lead to a negative attitude towards chemistry, with feelings of frustration and a lack of interest (Potvin & Hasni, 2014). Factors such as the teaching style, classroom environment, and student's own background knowledge and study habits can all influence their attitude towards chemistry (Barker & Millar, 2015).
As educators, it is important to create a supportive and engaging learning environment for students studying chemistry (Holbrook & Rannikmae, 2014). By providing clear explanations, hands-on activities, and opportunities for students to apply their knowledge, educators can help improve student attitudes towards chemistry and foster a positive learning experience (Eilks & Hofstein, 2015). Student achievement in chemistry can vary widely depending on various factors such as student engagement, interest in the subject, study habits, and resources available (Garnett et al., 2016). To assess student achievement in chemistry, educators often use a combination of assignments, quizzes, tests, and laboratory experiments to gauge their understanding of the material (Taber, 2018).
Additionally, student achievement can be measured through standardized tests, practical exams, and even participation in science fairs or competitions (Glynn et al., 2016). It is important for teachers to provide support and resources to help students succeed in mastering the concepts and skills necessary for success in chemistry (Seery et al., 2019). Ultimately, student achievement in chemistry can be a reflection of their perseverance, critical thinking skills, and ability to apply theoretical knowledge to practical situations (Stuckey et al., 2014). Teachers play a crucial role in nurturing and guiding students to achieve their full potential in the subject (Tytler, 2018).
Statement of the problem
The experiential teaching technique is based on the idea of learning through hands-on application. Students acquire knowledge by actively participating in new experiences or tasks. The experiential teaching technique focuses on incorporating students' personal life experiences and promoting active participation. The experiential teaching technique requires learners to actively engage in activities or experiences. The students acquire knowledge through active participation. Through direct experience, the experiential teaching method fosters the development of skills and construction of knowledge. The student has the opportunity to select and participate in activities that can improve performance and memory retention. According to research, using experiential teaching methods can enhance students' cognitive abilities, boost critical thinking skills, and ultimately improve their performance. This approach helps students acquire, retain, and recall knowledge more effectively (Sáiz-Manzanares & Escolar-Llamazares, 2020).
The deductive teaching technique, which focuses on teaching and evaluating factual knowledge, may not adequately prepare learners for the future. This approach may not equip them with the necessary skills for continuous learning, which are crucial for their future success (Lombardi et al., 2021). Teaching and learning Chemistry should embrace an experiential teaching approach that goes beyond the deductive (traditional) teaching method. This approach promotes effective communication and encourages student participation, resulting in a greater enthusiasm and curiosity for studying Chemistry (Quílez-Pardo & Solaz-Portolés, 2022). Simply put, the experiential teaching technique is known for its interactive nature and goes beyond traditional cognitive learning. It promotes active and strategic student engagement in Chemistry learning experiences, enabling them to apply their theoretical knowledge to real-life situations and fostering self-reflection on their actions. When properly structured, the experiential teaching method can be incredibly engaging for students and lead to enhanced long-term memory retention (Kolb & Kolb, 2017). This research will explore how experiential learning impacts student interest and achievement in the field of chemistry.
Purpose of the Study
The main goal of this study is to examine the impact of experiential learning on student attitude and achievement in chemistry.
Specifically, this study intends to:
-
Investigate the effect of experiential learning on student achievement in chemistry
-
Investigate the effect of experiential learning on student attitude in chemistry.
-
Investigate the effect of gender on the achievement of student taught using experiential learning.
Research Questions
The following research questions guided this study:
-
Is there any difference in achievement of student taught using experiential teaching method and those taught with lecture?
-
Is there any difference in attitude of student taught using experiential teaching method and those taught with lecture method?
-
Is there any difference in the effect of gender on student taught using experiential learning?
Research Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of significance.
Ho1: There is no significant difference in the achievement of student taught using experiential learning.
Ho2: There is no significant difference in the effect of experiential learning on student attitude in chemistry.
Ho3: There is no significant difference in the effect of experiential learning on student gender in chemistry.
Significance of the study
This study's findings will shed light on the significance of experiential learning, as it allows teachers create more engaging and interactive lessons that cater to diverse learning styles. This study’s findings can significantly boost student interest and motivation by making the subject more tangible,practical and relatable. It can also improve critical thinking skills, problem solving abilities and overall academic achievement. The finding of this study is crucial for all stakeholders involved in the education sector. This knowledge can inform decision making processes related to curriculum development,funding allocations, and resource investments the enhance the quality of science education and promote student success.
Scope and limitation of the study
The aim of this study is to examine the impact of experiential learning on student attitude and achievement in chemistry. The population of this study consist of estimated 500 senior secondary school students from selected secondary schools who are taught Chemistry as a subject. Using the Taro Yamane formula for sample size determination, a sample of 222 chemistry students from selected secondary schools was determine. They will be recruited into groups (control group and experimental groups). To adequate arrive at a successful study outcome, some variables are measured. These variables include Independent Variable (Experiential Learning (EL)), Dependent Variables (Student Achievement in Chemistry, and Student Attitude in Chemistry), and moderating variable (Gender). The independent variable is measured through observations and check-lists while the dependent variables are measured using a validated instrument (e.g., ATCLS) on a Likert scale.
Definition of terms
Experiential: An activity that is base on or involves experience and observation.
Achievement: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals.
Attitude : It refers to a person’s perspective,beliefs and feelings towards a particular situation,person, or object.
Chemistry: It is the scientific study of matter,its properties,composition, and the changes it undergoes.