Factors in Students' Ability to Connect School Science with Community and Real-World Life

Autor/inn/en	Oloruntegbe, K. O.; Ikpe, Adakole; Kukuru, J. D.
Titel	Factors in Students' Ability to Connect School Science with Community and Real-World Life
Quelle	In: Educational Research and Reviews, 5 (2010) 7, S.372-379 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Chemistry; Foreign Countries; Questionnaires; Concept Teaching; Culturally Relevant Education; Scientific Concepts; Learning Activities; Socioeconomic Status; Academic Achievement; Academic Ability; Achievement Tests; Performance Factors; Science and Society; Teaching Methods; Nigeria + Suchen Sie Ihr Suchwort? Chemie; Ausland; Fragebogen; Lernaktivität; Socio-economic status; Sozioökonomischer Status; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The ability to relate school and home science as a way of enhancing students' performance in chemistry prompted this investigation. 200 high school chemistry students drawn from an urban center in Ondo State, Nigeria constituted the sample. They were made to respond to validated structured questionnaire that sought to discover the ability of students to relate chemistry concepts they learned in school with those that could be observed or inferred from the activities they carry out daily at home and the effect of socio-economic background of the parents on students' ability to relate the two experiences. The results presented in tables as well as hypotheses tested with chi-square revealed that the students could not establish a helpful relationship between school and home science in spite of daily exposure to both experiences. Students from low socio-economic background, where there are no house helpers, and are involved in regular household chores struck a better relationship than their counterparts from high socio-economic background. Also, chemistry teachers do not cite these home experiences in their teaching. The study is useful for the science teachers, authors of textbooks, teachers' trainers and curriculum planners in improving the learning environment of chemistry students. (Contains 6 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10