Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 2, Article 12 (Dec., 2013) Allen A. ESPINOSA, Sheryl Lyn C. MONTEROLA and Amelia E. PUNZALAN Career-oriented performance tasks: Effects on students’ interest in Chemistry Contents Next

Career-oriented performance tasks: Effects on students’ interest in Chemistry

 

Allen A. ESPINOSA¹, Sheryl Lyn C. MONTEROLA², Amelia E. PUNZALAN³

¹Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University, 1000 Manila, PHILIPPINES

²Division of Curriculum and Instruction, College of Education, University of the Philippines, 1101 Diliman, PHILIPPINES

³National Institute for Science and Mathematics Education Development, University of the Philippines, 1101 Diliman, PHILIPPINES

E-mail: espinosa.aa@pnu.edu.ph  

Received 9 Jul., 2013
Revised 21 Dec., 2013

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Contents

• Abstract
• Background of the study
• Career-oriented teaching of the natural sciences
• Performance task as an assessment in teaching the natural sciences
• Interest or attitude toward chemistry and other sciences
• Conceptual framework
• Research Hypothesis
• The sample
• The instrument
• Intervention
• Career-oriented performance task approach
• Traditional teaching approach
• Data collection procedure
• Results and discussion
• Conclusions and recommendations
• References

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Abstract

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students' interest in Chemistry. Specifically, it sought to find out if students exposed to COPT have higher interest in Chemistry than those students exposed to the traditional teaching approach (TTA).

Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry.

The study used the quasi-experimental pretest-posttest control group design. The sample of the study consisted of two (2) intact sections of first year college students in a private higher education institution in Manila who are enrolled in General Inorganic Chemistry during the Second Semester of School Year 2011-2012. Thirty nine (39) students are in the COPT class while thirty eight (38) students are in the TTA class. The instrument used in the study is the Chemistry Attitude and Experiences Questionnaire (CAEQ) to assess students' interest in Chemistry. The instrument was content validated by panel of experts and was pilot tested.

The study found out that the mean posttest score in the Chemistry Attitude and Experiences Questionnaire was not significantly higher for students exposed to COPT than for students exposed to TTA.

The integration of career-oriented examples in chemistry was not effective in enhancing students' interest in the subject given the limited time of intervention. Longer exposure to intervention is necessary to enhance college students' interest in Chemistry.

Keywords: Career-oriented teaching, performance task, interest in chemistry