EFFECT OF CONTEXTUAL BASED INSTRUCTION ON SECONDARY SCHOOL STUDENTS ATTITUDE AND ACADEMIC ACHIEVEMENT TOWARDS CHEMISTRY

Background to the study

Chemistry education plays a crucial in preparing student for the future careers in science, technology, engineering, and mathematics (STEM) fields. STEM is one of the ultimate things behind the development of the nation. Proper research and coherent application of STEM can speed up the growth of economy up to a great content (Okeke, 2018). However, in Nigeria secondary school student often struggles with understanding and appreciating chemistry due to various factors such as abstract concept and lack of relevance to their daily lives.

Chemistry education in Nigeria faces challenges with student often struggling to grasp abstract concept and find relevance in their learning experiences (Ugo & Ikwuka, 2023). Tradition instructional methods centred in memorization and rote learning have resulted in low academic achievement and disinterest among secondary school students (Aluko et al., 2016). The disconnect between the curriculum and student’s every day lives further exacerbates these challenges, highlighting the need for innovative pedagogical approaches that bridge this gap (Afolabi, 2014).

To address these challenges, there is a growing recognition of the need to reform chemistry education and adopt innovative teaching approaches that make the subject more accessible, engaging and relevant to student’s experience. Contextual based instruction hand emerged as a promising pedagogical approach that connects chemistry concept to real life situations or co text familiar to students.by contextualizing learning experiences, students can better understand the practical applications of chemistry and develop a deeper appreciation for the subject. Contextual teaching and learning approach are conception of teaching and learning that helps teacher relate subject matter context to real world situation and motivate student to make connections between knowledge and its application to their lives as family members, citizens and worker. The concept of contextual teaching and learning teaching emphasizes the full student activity both physically and mentally (Muchter et al., 2020). Traditionally instructional methods often fail to engage students effectively, leading to low academics achievement and negative attitudes towards the subject.This is alarming because chemistry being the basis for other science and technology subjects cannot be undermined especially in a technological undeveloped country such as Nigeria. From some research report, it thus appears student find the subjects a bit more abstract and difficult to understand. Edomwonyi Otu and Avaa (2011) aired the view of student who noted that chemistry is too broad for them to learn in a short time.it is obvious that student find chemistry hard to learn because of its very cramped syllabus. For instance, the senior secondary school one chemistry syllabus in Nigeria requires nine chapter for the student to master before there examination, a lot of chemistry teacher claimed that they have to make extra classes to be able to cover the syllabus, this situation is very stressful for both the teacher and the students.

Attitude is characteristic behaviour of a person towards and issue or event.it is said to be a phenomenal that is attained through learning, which guides the behaviour of an individual and causes subjectivity (Önen & Ulusoy, 2015). An individual can show positive negative attitude towards a particular subject or idea.in a classroom, teachers can identify attitude if student by observing their behaviour. student who tends to complete their homework’s and ask question in class can be said to have a positive mind set in learning chemistry. The attitude of Secondary school students towards chemistry is noted to be poor (Chiu, 2021) and can affect there academics negatively. There should be an immediate remedy to this down down turn. Researchers have agreed that in order to make positive attitude in learning chemistry, teachers have to make them see how chemistry is being used in there day to day life activities.

Contextual-based instruction significantly enhances the relevance and engagement of chemistry lessons for secondary school students. By linking academic content to real-life situations and students' personal experiences, this teaching approach makes learning more meaningful. For instance, when chemistry concepts are taught through practical applications like local environmental issues or everyday household products, students can better appreciate the importance and applicability of what they are learning. This relevance helps to capture students' interest and sustain their engagement, leading to a more positive attitude towards chemistry. Research has shown that when students perceive the subject matter as relevant to their lives, their motivation and enthusiasm for learning increase (Zuin et al., 2021).

Contextual-based instruction also promotes positive perceptions and self-efficacy among students (Hayes et al., 2020). When students encounter chemistry in contexts that they find familiar and understandable, they are more likely to develop confidence in their ability to learn and succeed in the subject. This increased self-efficacy is crucial because it directly influences students' attitudes towards chemistry. Students who believe they can excel in chemistry are more likely to develop a positive outlook and put in the effort required to master challenging concepts (Chen et al., 2020). This instructional approach, by reducing the abstract nature of chemistry and grounding it in tangible experiences, helps to build students' confidence and fosters a can-do attitude (Alam, 2020).

It is equally important for the teachers to be very innovative and evolving in the teaching approach in other to break chemistry really down for the student, student who really want to learn will have little problem gasping to the concept. However, weak and less enthusiasm student will find chemistry very dull and boring and this affect student attitude towards chemistry. This brings in the question of student’s attitude. Can a positive student attitude towards chemistry result in better student performance in the subject?

​​​​​​​​​​​​​​1.2. Statement of Problem

Poor attitude towards chemistry among secondary school students in Nigeria remains a significant barrier to academic success and future career aspirations.Contextual-based instruction, grounded in the works of researchers such as Alam (2020), Chen et al. (2020) involves connecting chemistry concept to real life situations and context relevant to Nigeria student’s experiences by integrating local examples, cultural practice, and practical applications into the curriculum, this approach aims to make chemistry more accessible, engaging and meaningful for the students (Ezeudu et al., 2020).

Through this project we seek the address the challenges faced in chemistry education, including low academics achievement and negative attitudes towards the subject. Drawing on research of Upahi et al (2020), the project aims to introduce innovative pedagogical strategies and curriculum reforms to enhance students understanding instruction, we aim to make chemistry education more relevant and relatable to Nigeria student lives, thereby fostering their interest and engagement in the subject.

1.3 Objectives of the Study

The objectives of this study are to:

1. Investigate the effects of contextual-based instruction on senior secondary school students' academic achievement in Chemistry.

2. Examine the impact of contextual-based instruction on students' attitudes towards Chemistry.

3. Identify the challenges and opportunities associated with implementing contextual-based instruction in secondary schools.

4. Assess the effects of gender on the achievement of students taught with contextual-based learning.

1.4 Research Questions

The study will address the following research questions:

1. What is the effect of contextual-based instruction on senior secondary school students' academic achievement in Chemistry?

2. How does contextual-based instruction influence students' attitudes towards Chemistry?

3. What challenges and opportunities are associated with the implementation of contextual-based instruction in secondary schools?

4. Does gender have a significant effect on the academic achievement of students taught using contextual-based instruction?

1.5 Research Hypotheses

The following hypotheses will be tested in the study:

H₀₁: There is no significant difference in the academic achievement of students taught Chemistry using contextual-based instruction and those taught using traditional methods.

H₀₂: Contextual-based instruction does not have a significant impact on students' attitudes towards Chemistry.

H₀₃: There are no significant challenges and opportunities associated with the implementation of contextual-based instruction in secondary schools.

H₀₄: Gender does not significantly affect the academic achievement of students taught with contextual-based instruction.

1.6 Scope and Limitation of the Study

The study focuses on secondary schools in Nigeria, specifically targeting schools in urban and peri-urban areas to ensure a diverse representation of students and educational contexts. The study's scope and depth may be influenced by resource constraints, including funding, access to technology, and availability of teaching materials for contextual-based instruction.

1.7 Significance of the Study

The significance of the study lies in its potential to contribute valuable insight and benefits to various stakeholders involved in chemistry education in Nigeria:

1. Benefits to Students: This study is highly significant for students as it aims to improve their academic achievement and attitude towards chemistry through contextual-based instruction. By connecting chemistry concepts to real-life situations and experiences, this teaching approach can make learning more relevant and engaging for students. This relevance can foster a positive attitude towards chemistry, increasing their motivation and interest in the subject. Ultimately, improved attitudes can lead to better academic performance, higher retention rates, and a greater likelihood of students pursuing further studies and careers in STEM fields. This shift can enhance their overall educational experience and open up more opportunities for future success.

2. Benefits to Teachers: The study also holds considerable significance for teachers by providing insights into effective instructional strategies that can enhance student engagement and learning outcomes. By highlighting the benefits and best practices of contextual-based instruction, teachers can adopt and refine their teaching methods to better meet the needs of their students. This can lead to increased teaching effectiveness, greater professional satisfaction, and a more dynamic classroom environment. Additionally, the study's findings can support ongoing professional development initiatives, helping teachers stay informed about innovative educational practices and continuously improve their teaching skills.

3. Benefits to Other Stakeholders: For other stakeholders, including curriculum developers, policy-makers, and educational institutions, the study offers valuable information that can inform curriculum development and educational policy. The insights gained from this research can guide the creation of more relevant and engaging chemistry curricula, promote educational reforms that emphasize the importance of contextual learning, and support initiatives aimed at improving STEM education. By demonstrating the effectiveness of contextual-based instruction, the study can advocate for broader implementation of this approach, ultimately contributing to higher educational standards and better learning outcomes across the board. Additionally, it can help bridge the gap between education and real-world applications, preparing students to be more competent and innovative in their future careers.Overall, the significance of this study extends beyond its immediate impact on chemistry education. It has the potential to drive positive changes in teaching practices, curriculum design, and educational policies, ultimately benefiting students, teachers, educational institutions, and the broader society.

1.8 Definition and Terms

The following are the keywords used to carry out this research work:

Contextual-Based Instruction: Contextual-based instruction is an instructional approach that connects academic concepts to real-life contexts or situations relevant to students' experiences and interests. It aims to make learning more meaningful, engaging, and applicable by integrating local examples, cultural practices, and practical applications into the curriculum.

Academic Achievement: Academic achievement refers to the level of success or proficiency that students attain in their academic pursuits, such as grades, test scores, and overall academic performance. In this study, academic achievement specifically relates to students' performance in chemistry education.

Attitude Towards Chemistry: Attitude towards chemistry refers to students' feelings, beliefs, and perceptions about the subject of chemistry. It encompasses their interest, motivation, engagement, and overall disposition towards learning and studying.