The Effectiveness of An Activity–Based Education Technique Using a Role-Playing Analogy in Improving Students' Conceptual Grasp of Hydrocarbon

Abstract

This study determined the effects of activity-based education techniques using the role-play analogy in improving students’ conceptual grasp of hydrocarbon. The study adopted a pre-test post-test non-equivalent design, and a quasi-experimental design. [1]Three research questions were raised. The population of this study is 365 students from 15 public secondary schools in Okitipupa Local Government Area of Ondo State The sample for this study consisted of seventy-five S.S.S II chemistry students (35 males and 40 females) with 38 students in the experimental group (18 males and 20 females) and 37 students in control groups (17 males and 20 females) in two senior secondary schools sampled from 15 public mixed schools. This study employed a simple random sampling technique using the balloting method. The instrument used for data collection was the Hydrocarbon Conceptual Cognition Test (HCCT) which was validated through content validity using a table of specification and a reliability coefficient of 0.80 was established. Data collected were analysed using descriptive statistics and analysis of covariance. The findings of this study revealed that students in the experimental group had the highest conception scores compared to students in the control group. The findings also revealed that both education techniques were not gender sensitive and the role-play analogy education technique has positively influenced the hydrocarbon conceptual understanding of students in chemistry. It was therefore recommended that the curriculum developers should review their curriculum and include the use of role-play methods for effective teaching process