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

Two intact classes were utilized in the study. One group used the Career-Oriented Performance Tasks (COPT) while the other group used the Traditional Teaching Approach (TTA). The researcher handled both classes so that the same lessons, quizzes and assignments were carried out and that the two groups differ only in the use of COPT. To ensure that there was no teacher bias, another Chemistry faculty member observed the researcher twice in the COPT class and twice in the TTA class. A total of four (4) observations were done by the observer. The observations were conducted while the two groups were discussing the same topics.

Prior to treatment, pretest in Chemistry Attitude and Experiences Questionnaire was given to both groups. One group was exposed to Career-Oriented Performance Tasks (COPT) while the other group to traditional teaching approaches. Posttest in Chemistry Attitudes and Experiences Questionnaire were given simultaneously to both groups to eliminate possible threats to validity such as place and time.