Students’ engagement in learning by indigenous knowledge-chemistry lesson

Charity Esenam  Anor; Jan Lundell; Ruby  Hanson; Emmanuel  Oppong

doi:10.31129/LUMAT.10.1.1715

Authors

Charity Esenam Anor Department of Integrated Science Education, University of Education Winneba, Ghana https://orcid.org/0000-0002-8664-5453
Jan Lundell Department of Chemistry, University of Jyväskylä, Finland https://orcid.org/0000-0003-0396-4537
Ruby Hanson Department of Chemistry Education, University of Education Winneba, Ghana https://orcid.org/0000-0002-2964-0197
Emmanuel Oppong Department of Chemistry Education, University of Education Winneba, Ghana https://orcid.org/0000-0002-3339-2173

DOI:

https://doi.org/10.31129/LUMAT.10.1.1715

Keywords:

engagement, Indigenous knowledge, appropriate context, chemistry, chemical reaction

Abstract

This study was aimed at assessing students’ engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students’ construction of knowledge of the factors affecting rate of chemical reactions. The study was conducted in Swedru senior high school in the Agona East municipality of the Central Region of Ghana. A purposively sampled intact class of 26 students aged between 14 and 18 years formed the study. The control group for this study encompassed also 26 students randomly sampled from the remaining chemistry classes in the same grade as the study group. The IIK-CL, which employed the use of field trip and other interactive learning activities, was used to engage students in the learning concept. A quantitative research approach was used. Data before and after students’ engagement in the IIK-CL were collected using questionnaires and an observational schedule. The IIK-CL recorded a significant level of behavioural, emotional and cognitive student engagement. This implies that students are most likely to be engaged in lessons that are relevant to their everyday lives thereby helping them in constructing understanding of scientific concept in their personal context.

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