Effect of Constructivist - Based Instructional Model on Students’ Conceptual Change and Retention on Some Difficult Concepts in Chemistry

Abstract

A quasi-experimental, non-equivalent group control design involving two intact classes were used to determine the effect of constructivist-based instructional model-Generative Learning Model (GLM) on students’ conceptual change and knowledge retention in chemistry. Effect of GLM on gender is also monitored. Performance of students taught with the above instructional model was compared with those taught with Expository Method (EPM). The sample for the study consisted of 170 SSII Chemistry students from four secondary schools purposeful selected from all the secondary schools in Idemili South Local Government Area of Anambra State. Students from two schools – (one male and the other female) were randomly assigned to experimental group while the other two schools one male and the other female was assigned as control group. A Teacher Made Achievement Test in Chemistry Tests (TMATC) were used. Three sets of these tests were developed 1, II and III. Pre-test was administrated to both groups to determine their entry level. At the end of the treatment Post-test was administered to both groups to determine their achievement after treatment. The third test was administered after an interval of four weeks to measure students’ knowledge retention. ANCOVA statistical tool was used to analyze the data collected using pre-test as a co-variant. From the findings, it was very clear that experimental group performed better than the control group. This is an indication that the constructivist based method (GLM) is very effective in enhancing meaningful learning among students. Recommendations were made based on the findings.

Keywords – Constructivist – based instructional models, conceptual change, retention, Generative Learning Model.