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

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

For future researchers in chemistry education and science education, investigate the effectiveness of the COPT not only in terms of student’s interest in Chemistry but also to students’ achievement, conceptual understanding, problem solving skills, decision making skills and self efficacy. In addition, improve some aspects of the implementation of Career-Oriented Performance Task, such as: investigate the effects of COPT after two or three grading periods or one semester of a school year to ensure that ample time will be devoted to the application of the intervention, to test whether this will produce significant effect on interest in Chemistry or not; investigate the effects of post discussion feedback on the COPT outputs right after every presentation to test whether this will produce significant effect on interest in Chemistry or not; and investigate the effects of doing the COPT activity during class hours to test if this will produce significant effect on interest in Chemistry or not; and investigate the effects of COPT in high school setting to test whether this will produce significant effect on interest in Chemistry or not.