Flipped, Open Inquiry, and Demonstration Practicals Contrasted: Effects on High School Chemistry Learning Achievement and Intellectual Curiosity
DOI:
https://doi.org/10.65638/2978-5634.2025.01.12Keywords:
Demonstration, Experimentation, Flipped practical, Open-inquiry, Intellectual curiosityAbstract
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.
References
Aktamış, H., Hiğde, E. & Özden, B. (2016). Effects of the Inquiry-Based Learning control, academic engagement and integrated process skills achievement. Journal of Research in Science Teaching, 19, 13-12.
Amineh, R. J., & Asl, H. D. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16. http://www.jnasci.
Bathate, M.E., Schunn, C.D. and Correnti, R. (2014), Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic. Sci. Ed., 98: 189-215. https://doi.org/10.1002/sce.21095
Abaka, B.O., Abah, J.A., & Agbo-Egwu, A.O. (2018). Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education. African Journal of Teacher Education 7(1) 36-52. https://doi.org/10.21083/ajote.v7i1.3904
Bicer, A., & Lee, Y. (2019). Effect of STEM PBL Embedded Informal Learning on Student Interest in STEM Majors and Careers. Journal of Mathematics Education, 12(1)57-73.
Bolte, E., & Diehl, J. (2013). Measurement Tools and Target Symptoms/Skills Used to Assess Treatment Response for Individuals with Autism Spectrum Disorder. Journal of autism and developmental disorders. 43. https://doi.org/10.1007/s10803-013-1798-7
Brown, T.L., Lemay, H.E., Bursten, B.E., Murphy, C.J., Woodward, P.M., (2012). Chemistry: The central science. New York: Pearson.
Bunterm, T., Lee, K., Kong, J. N., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J.,& Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education,36(12), 1937-1959. https://doi.org/10.1080/09500693.2014.886347
Cao, D., Xu, S. C., & Hu, T. T. (2022). Analysis and enlightenment of British junior high school biology textbook column. Biology Teaching, 47(9), 91-92.
Chan, M., Pan, A., Zhao, A., & Zhao, E. (2015). Enhancing Science Education in Liberia: A Trip to Liberia, Summer 2015. New York: I-HELP Liberia. Retrieved on 11th November, 2020 from www.ihelpliberia.orgChrappán, M.,
Bencze, R.(2017). Transition of teacher in-service trainings and research teacher ambitions in Hungary. In: ATEE Annual Conference "Transitions in teacher education and professional identities" : Proceedings, ATEE And CIEd Institute of Education ; Braga : University of Minho, Brussels, 319-327,. ISBN: 9789081563987
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425-434. https://doi.org/10.1177/014662168801200410
Fletcher, G. & Griffiths, M, (2020). Digital transformation during lockdown, International Journal of Information Management, 55(C). https://doi.org/10.1016/j.ijinfomgt.2020.102185
Frankael et al, (2012). Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). New York: McGraw-Hill.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206
Ganyaupfu, E.M. (2013). Teaching Methods and Students’ Academic Performance. International Journal of Humanities and Social Science Invention,2(9),29-35.Retrieved from http://www.ijhssi.org/papers/v2(9)/Version-2/
Gelgoot, E. S., Bulakowski, P. F., & Worrell, F. C. (2020). Flipping a classroom for academically talented students. Journal of Advanced Academics, 31(4), 451-469. https://doi.org/10.1177/1932202X20919357
Geetanjali, and Singh, R. (2023). Chemistry. A textbook for grade eleven. Monrovia: Ministry of Education, Republic of Liberia.
Gongden, E.J. (2021). The effects of reciprocal peer tutoring on chemistry students’ achievement and retention in chemical kinetics in Jos Metropolis, Nigeria. Journal of Education and Practice, 12(24).
Gruber, M. J., & Ranganath, C. (2019). How curiosity enhances hippocampus-dependent memory: The prediction, appraisal, curiosity, and exploration (PACE) framework. Trends in Cognitive Sciences, 23(12), 1014-1025. https://doi.org/10.1016/j.tics.2019.10.003
Gruber, M.J., Gelman, B.D., Ranganath, C (2014). States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit, Neuron, 84(2) ,486-496,ISSN 0896-6273. https://doi.org/10.1016/j.neuron.2014.08.060
Gurning, B., & Siregar, A. 2017. "The effect of teaching strategies and curiosity on students achievement in reading comprehension," English Language Teaching, Canadian Center of Science and Education, 10(11), 191-191, November. RePEc:ibn:eltjnl:v:10:y:2017:I:11:p:191. https://doi.org/10.5539/elt.v10n11p191
Halim, S., Wahid, R., & Halim, T. (2018). Classroom observation-A powerful tool for continuous professional development. International Journal on Language, Research and Education Studies,2(2), 162-168. https://doi.org/10.30575/2017/IJLRES-2018050801
Herwin, & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773-783. https://doi.org/10.12973/eu-jer.10.2.773
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 607-610. https://doi.org/10.1177/001316447003000308
Kurnianto, B., Wiyanto, W., & Haryani, S. (2019). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 8(6), 282-291.
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped Linear Algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. https://doi.org/10.1080/0020739X.2013.822582
Khan, M., Hussain, S., Ali, R., Majoka, M., & Ramzan, M. (2011). Effect of inquiry method on achievement of students in chemistry at secondary level. International Journal of Academic Research. 3. 955-959. https://www.researchgate.net/publication/298817469
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), 607-610. https://doi.org/10.1177/001316447003000308
Kurnianto, B., Wiyanto, W., & Haryani, S. (2019). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 8(6), 282-291.
Murat, M., & Cam, A. (2021). Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs. International Journal of Technology in Education, 4(4), 752-771. https://doi.org/10.46328/ijte.94
Nicol (2021). An Overview of Inquiry-based science instruction amid challenges. EURASIA Journal of Mathematics, Science and Technology Education, 2021, 17(12), em2042. https://doi.org/10.29333/ejmste/11350
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS version 18 (6th ed.). Maidenhead, Berkshire: Open University
Press.Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. https://doi.org/10.1080/03057267.2014.881626
Said, Z., Summers, R., Abd-El-Khalick, F., & Wang, S. (2016). Attitudes toward science among grades 3 through 12 Arab students in Qatar: findings from a cross-sectional national study, International Journal of Science Education. https://doi.org/10.1080/09500693.2016.1156184
Semab, T. & Naureen, S(2022). Effects of flipped classroom model on academic achievement of students at elementary level. Pakistan J. Soc. Res. 4(1), 393-401 ISSN 2710-3129 (P) 2710-3137 (O). https://doi.org/10.52567/pjsr.v4i1.663
Sesen & Tarhan, 2013; Sesen, B. A., & Tarhan, L. (2013). Inquiry-Based Laboratory Activities in Electrochemistry: High School Students’ Achievements and Attitudes. Res Sci Educ, 43, 413-435. https://doi.org/10.1007/s11165-011-9275-9
Sherbino, J (2013). The reverse classroom: lectures on your own and homework with faculty. Canadian Association of Emergency Physicians 15(3): 179-181. https://doi.org/10.2310/8000.2013.130996
Tan, A. L., Poon, C. L., & Lim, S. S. 2014. Inquiry into the Singapore Science Classroom. Singapore: Springer.
https://doi.org/10.1007/978-981-4585-78-1
Tessa, B., Deon, F., Gayle, M., Ezequiel, M., Christophe, R.,Brian, S., Jakob, S.,Waly, W. 2017. What Do Teachers Know and Do? Does It Matter?: Evidence from Primary Schools in Africa. Policy Research Working Paper;No. 7956. © World Bank. http://hdl.handle.net/10986
Kadek, D.,Burmansah, A.,Tupari, T., Poniman, P(2020). How is the student emotional intelligence enhanced by developing mindfulness approach in the higher education school?Lighthouse international conference proceeding 2023, 1, 251 - 258
UNESCO (2015). Global Education Monitoring Report. https://en.unesco.org/gem-report/taxonomy/term/199. Retrieved September 6,2024
WAEC. (2020). Results for the Liberia Junior and senior high school examinations. Monrovia: WAEC.
WAEC(2021). Results for the Liberia Junior and senior high school examinations. Monrovia: WAEC.
WAEC(2022). Results for the Liberia Junior and senior high school examinations. Monrovia: WAEC.
WAEC(2023).Results for the Liberia Junior and senior high school examinations. Monrovia: WAEC.
Wei, X., Cheng, I., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. https://doi.org/10.1007/s11423-020-09752-x
Yıldırım, A. & Berberoglu, G. (2012). Rehberli Sorgulama Deneylerinin BilimselSüreç Becerilerinin Kazandırılmasına, Başarıya ve Kavramsal Değişime Etkisi. Unpublished master thesis, Middle East Technical University, Ankara.
