Determining the Effectiveness of Imagination Stretch Teaching Strategy in Correcting Misconceptions of Students about Particulate Nature of Matter

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Determining the Effectiveness of Imagination Stretch Teaching Strategy in Correcting Misconceptions of Students about Particulate Nature of Matter

May 15, 2021 Economics and Management 0

The purpose of this study was to see how effective an imagination stretch teaching method is at correcting students’ misconceptions regarding the particulate nature of matter in Rivers State Senior Secondary Schools. Knowing and interpreting the concept of particulate nature of matter offers a firm foundation for understanding and interpreting the concept of atoms and molecules, which are the invisible microscopic components of all natural events. Ninety-two (92) Secondary School 3 Chemistry Students from entire class were used as the sample in a quasi-experimental design pretest-posttest control group. The researcher designed a four-tier misperception diagnostic test called the “Particulate Nature of Matter Misconception Diagnostic Test” that was used to diagnose students’ misconceptions about the particulate nature of matter. The alpha Cronbach method was used to determine the instrument’s reliability coefficient of 0.76. The statistical techniques employed for data analysis and hypotheses testing at the 0.05 level of significance were mean, percentages, standard deviation, and ANOVA. Misconceptions were defined as replies that were incorrect by 20% or more of the time. The findings revealed that using an imagination stretch teaching technique reduced students’ misconceptions regarding the particle nature of matter significantly. The experimental and control groups had a substantial difference in mean scores for students’ misconceptions about the particulate nature of matter, supporting the effectiveness of the imagination stretch teaching technique in addressing students’ preconceptions. According to the findings, teachers should use a conceptual change instructional method while teaching abstract chemistry ideas in order to improve students’ knowledge and encourage them to pursue chemistry as a subject.

Author (s) Details

Alamina, Jane I.
Department of Science Education, Faculty of Technical and Science Education, Rivers State University, Port Harcourt, Nigeria.

Etokeren, Inibehe Sunday
Department of Science Education, Faculty of Technical and Science Education, Rivers State University, Port Harcourt, Nigeria.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/930

 

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