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

In the Philippines, results of the national achievement test in secondary science were reported to be 51.8% in 2007 and 57.8% in 2008. Although there has been an evident increase in students' mastery level of six-percentage points, it is still far from the government's target criterion level, which is 75% (Lapus, 2009). Moreover, out of 45 participating countries in the Trends in International Mathematics and Science Study (TIMSS) in 2003, the Philippines ranked 41st and 42nd in Mathematics and Science, respectively. This suggests that Filipino students are weak in terms of mastery level in mathematics and science when they graduate from high school (Martin, et al., 2004). Specifically, in Chemistry, Filipino students have 30% average correct answers in TIMSS which is way below the international average of 45% correct answers.

From the experience and observations of the researcher, it appeared that Chemistry students start classes with many expectations, questions and great interest that are not sustained because they find the subject too abstract and mathematical, therefore, it requires a special way of thinking to be able to learn it. According to Carter and Brickhouse (1989), students tend to view Chemistry to be very cumulative, because one gets lost if he/she misses an idea. Other barriers to chemistry achievement are based on the instruction aspect or how the subject is taught, for example, non-implementation of inquiry-oriented teaching methods and of technology-integrated approach. A study done by Ergul, Simsekli, Calis, Ozdilek, Gocmencelebi, and Sanli (2011) have shown that the use of inquiry-based teaching methods significantly enhances students' science process skills and scientific attitudes. Similarly, it has been shown that activity-based approaches significantly enhance students' critical thinking and scientific attitudes (Akporehwe & Onwioduokit, 2010). In addition, the study done by Sesen and Tarhan (2010) has shown that active-learning approaches significantly enhanced achievement and attitude or interest toward Chemistry.

Thus, it is imperative to change students' perception about chemistry and the way the subject is taught in order to improve performance in the subject. This can be achieved by making chemistry more relevant to the students' realm of experience and by integrating inquiry activities in the teaching of the subject. The National Academy of Science (2009) challenged chemistry teachers to connect the subject to everyday experiences through professional career development that focuses on valuable linkages to related fields.

A study done by Barrow and Phillips (2002) has shown that career-oriented activities in the residential summer program of the New Experiences for Women in Science and Technology otherwise known as The NEWTON Academy, positively increased students' interest in pursuing a career in physics, engineering and mathematics. Their experience in the summer program resulted in good performance both in their physics and mathematics classes. Moreover, House (2009) found out from his study that career-oriented classroom instructional activities do not only increase the interest in science career among students in Korea but also increased the interest in participating in daily science classes.

This study proposes an intervention called Career-Oriented Performance Task (COPT), which aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry to improve students' interest in Chemistry. General Inorganic Chemistry was chosen instead of other Chemistry subjects since this is a general education course, meaning, most if not all collegiate students are taking this course. At the end of the semester, the students are not expected to remember all the concepts learned but at least they have developed or improved their interest in Chemistry.

The study addressed the research question: Do students exposed to COPT have higher interest in Chemistry than those students exposed to TTA?