HAWASSA UNIVERSITY COLLEGE OF EDUCATION

SCHOOL OF TEACHER EDUCATION

INDIVIDUAL PROJECT OF RESEARCH PROPOSAL FOR MA

CURRICULUM AND INSTRUCTION
Course:Advanced Research in testing Curriculum and instruction
Course code: CUIN641
Research proposal title: Laboratory practical work and students
academic performance in chemistry in Bensa cluster high school
Name: Teshale Duressa
ID No: 0014/15

Name of Instructor: Gima Mot

Submission Date 23/5/2015 e.c
 Contents

1. chapter one: Introduction………………………………………………………………………………………………..1

1.1. Back ground of study………………………………………………………………………………………………...1
1.2. Statement of problem………………………………………………………………………............................2
1.3. Objectives of the study………………………………………………………………………………………………..2
1.4. Research questions……………………………………………………………………………………………………..2
1.5. Significance of the study………………………………………………………………………………………………2
1.6. Scope and delimitation of study…………………………………………………………………………………..2
1.7. Operational Definitions of terms………………………………………………………………………..………...2
2. Chapter two: Literature Review………………………………………………………………………………………….3
2.1 Introduction………………………………………………………………………………………………………………….3
2.2 laboratory practical work………………………………………………………………………………………………3
2.3 Chemistry practical and Performance in hi School Chemistry…………………………………………3
2.4 Nature of School Chemistry Practical…………………………………………………………………………….4
2.5 quality of school chemistry practical……………………………………………………………………………..4
2.6 Theoretical and Conceptual Framework ……………………………………………………………………….4
3. Chapter Three: Research method and material.......................................................................5
3.1 Introduction………………………………………………………………………………………………………………….5
3.2 Research design……………………………………………………………………………………………………………5
3.3 Source of data……………………………………………………………………………………………………………….5
3.4 Description of study area……………………………………………………………………………………………….5
3.5 sample and sampling techniques…………………………………………………………………………………..5
3.6 Data collection tools………………………………………………………………………………………………………6
3.7 Ethical practices and data analysis ……………………………………………………………………………….6
Budget break down…………………………………………………………………………………………………………….6
Time break down…………………………………………………………………………………………………………………7
References ………………………………………………………………………………………………………………………….7
 CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

Science education has aimed to help students to gain an understanding of as much of the
established body of scientific knowledge as is appropriate to their needs, interests and
capacities and to develop students understanding of the methods by which this knowledge has
been gained and our grounds for confidence in it [1]. Given the potential benefits, the provision
of quality science education to all children will have a far reaching consequence on a countries‟
development prospect. Therefore, based on the aim of science education at all levels practical
activities in science education are regarded as one of the necessary elements to promote
understanding of scientific principles. The importance of practical work in science is widely
accepted and it is acknowledged that good practical work promotes the engagement and
interest of students as well as developing a range of skills, science knowledge, and conceptual
understanding [2]. While practical work is considered essential in chemistry teaching, it is also
associated with a number of burdens including the high cost of equipment and chemicals,
chemical hazard risk, and environmental pollution. Furthermore, practical work requires more
time and the presence of qualified and experienced teachers and technical assistants. In the
Ethiopian context, chemistry teaching has undergone continuous changes in its objective,
contents, teaching-learning methods and curriculum materials. The education and training
policy of Ethiopia emphasizes the development of problem-solving capacity in the content of
education, curriculum structure and approach, focusing on acquisition of chemical knowledge to
be used in solving personal and societal problems. Similarly, it is stated that achieving the vision
of transforming Ethiopia into a middle-income country in 2025 demands transformation of the
economy through the application of chemical knowledge and technology as an instrument to
create wealth [3]. Thus, it is important to emphasize on chemical science and technology so as
to produce capable citizens who can contribute to make the country well competitive globally
through knowledge. Ethiopia like other developing countries invests heavily in the teaching and
learning of practical work in chemistry. However this high input of resources does not seem to
be reflected in the performance of students in practical work. Chemistry is essentially a
laboratory activity oriented subject. No course in chemistry can be considered as complete
without including practical work in it. This chapter introduces the study on practical laboratory
work and students’ academic performance in chemistry by giving the statement of the problem
and objectives of the study. Also included in this chapter are: research questions, significance of
the study, and scope of study. The chapter concludes by giving operational definitions of some
of the terms that are used in the study.
1.2 statement of problem

Evaluation of students' academic performance in practical laboratory work during their high
school is one of the most imperative methods to measure their skill and potential for what they
build up. So, this research proposal has contributed to evaluate the practical laboratory work
and to fill in the existing gap in academic performance of high school students in the chemistry,
Bensa cluster, Bensa, Sidama, Ethiopia

1.3 Objectives of the study

General objectives:
The objective of this study will to evaluate laboratory practical work and students’ academic
performance in chemistry in Bensa cluster high school

Specific objectives:
The specific objectives of this study will:

 To examine students’ academic performance in chemistry laboratory practice work

 To let know for student’s weak result during laboratory practice work
 To reason out the possible solution to minimize those problem

1.4 research questions

1. Do students perform chemistry laboratory work successfully or not?
2. Do students accumulate a good practical potential at the high school level?
3. How maximize students’ academic performance in chemistry laboratory practice
work
1.5 significance of study
The findings of this study could provide a framework for Students to do chemistry laboratory
work successfully and have a good laboratory practical work potential at high school level
1.6 scope and delimitation of study
This study will evaluate the practical laboratory work and students’ academic performance in
chemistry in Bensa cluster high school, Bensa, Sidama Regional state. There are 5 high schools in
Bensa cluster from those this study will cover 3 selected high schools. Thus the practical
laboratory work and students’ academic performance in chemistry will examine in the context
of this selected high school.
1.7 Operational Definitions of Terms

Chemistry One of the science subjects which is concerned with the study of matter and its
transformation through such processes as heating, electrolysis and other
chemical processes.
Laboratory A room used by students and teachers for the study of any branch of science for
example chemistry through experimentation and observation.
Practical work: Any teaching/learning activity devoted to the study of a
particular subject for example chemistry through experimentation and
observation
Students: a person who is studying at a high school or other place of higher
education.
Performance: The act of learner achievement as examined in Chemistry subject examination.

Chapter Two: Literature review

2.1 Introduction
This section deals with the review of the related literature. The review was done under the
following sub-headings: practical laboratory work, Chemistry practical and Performance in high
School Chemistry, Nature of School Chemistry Practical and quality of school chemistry practical.
Theoretical and conceptual frameworks that underpinned the study are also presented
2.2 laboratory practical work
Laboratory Practical work has had a central and distinct role in chemistry education (from
school to university) for more than a century. One of the features of chemistry as a subject in
school or university is that it involves practical work in the laboratory. It is not difficult to see
why. The aim of chemistry is to increase our understanding of the composition, properties and
change of matter. Claims and explanations in chemistry should be supported by observational
data (Hofstein & Lunetta, 2004; Millar, 2010). What does the phrase ‘practical work’ mean?
Based on science education literature practical work “refers to any type of science teaching and
learning activity in which students, working either individually or in small groups, are involved in
manipulating and/ or observing real objects and materials [4] as opposed to virtual objects and
materials as those obtained from a DVD, a computer simulation, or even from a text-based
account“ (Abrahams & Reiss, 2012, p. 1036). In this chapter, the emphasis will be on two types
of practical work: different types of laboratory experiments carried out by pupils and teacher
demonstrations.
2.3 Chemistry practical and Performance in high School Chemistry
Chemistry practical have been and are being used in chemistry teaching to support theoretical
chemistry instruction. The role of chemistry practical is to help students make links between two
„domains‟ of knowledge: the domain of objects and observable properties and events on the
one hand, and the domain of ideas on the other (Millar, 2004). Students acquire deeper and
more extended understanding of an abstract idea or set of ideas in a gradual process, hence the
need for frequent and varied practical activities.
Designing practical tasks that animate the students‟ thinking before they make any
observations can make them more effective. One approach which has been found strikingly
successful for this is the Predict – Observe – Explain (POE) task structure (White & Gunstone,
1992). In this approach, students are first asked to predict what they would expect to happen in
a given situation and to write this down, then to carry out the task and make some
observations, and finally to explain what they have observed (which may or may not be what
they predicted). Schools should have many charged teaching sites about high school curricula.
These sites should not only offer the video clips showing the lectures and experiments but also
many referential learning materials. Internet websites provide student centered learning
environments. The control over pacing of computer-based learning gives students the flexibility
and time to thoroughly build their understandings of the subject at hand. For example, the use
of computer program such as e-chem helps students create more scientifically acceptable
representations of molecules. According to Singer, Marx, and Krajcik, (2000) softwares support
complex processes that students are not capable of completing without assistance. Therefore,
extensive use of learning technologies can help students to develop deep understanding of
chemistry concepts and processes by themselves and in so doing improve performance in the
subject.
2.4 Nature of School Chemistry Practical
To date, many studies have been conducted on the importance of laboratory work while
teaching science. Currently, science educators and teachers agree that laboratory work is
indispensable to the understanding of science (Cardak et al., 2007; Ottander & Grelsson, 2006;
Tan, 2008). The role of laboratory work in science education has been detailed by some
researchers (Lazarowitz & Tamir, 1994; Lunetta, 1998). The main purpose of laboratory work in
science education is to provide students with conceptual and theoretical knowledge to help
them learn scientific concepts, and through scientific methods, to understand the nature of
science. Laboratory work also gives the students the opportunity to experience science by using
scientific research procedures. In order to achieve meaningful learning, scientific theories and
their application methods should be experienced by students. Moreover, laboratory work should
encourage the development of analytical and critical thinking skills and encourage interest in
science (Ottander & Grelsson, 2006).
2.5 quality of school chemistry practical

The quality of chemistry practical varies considerably around the world (Lunetta, Hofstein &
Clough, 2007). Most curricula specify that practical and investigative activities must be carried
out by students. However, there is a gap between policy and practice, between what is written
in curriculum documents, what teachers say they do, and what students actually experience.
Hodson (2001) found that the lesson objectives stated by teachers frequently failed to be
addressed during actual lessons.

2.6 Theoretical and Conceptual Framework

This study was based on John Dewey’s (1896) constructivism theory. Constructivism theory was
used to show relationship between the various variables. Constructivism is based on
participatory learning starting from real life experience to construct knowledge. It is problem
based adaptive learning strategy that challenges faulty schema, integrates new knowledge, and
allows for creation of original work or innovative procedures. The focus of constructivism
approach in learning is to help learners become creative and innovative through analysis,
conceptualisations, and synthesis of prior experience to create knowledge. A person’s prior
knowledge comes from the past experience, culture, and their environment. Generally, prior
knowledge is good but sometimes misconceptions and wrong information can be a hindrance.
Sometimes time must be spent correcting prior knowledge before new learning can occur
Independent variable:
Chemistry Laboratory Work
Use of chemistry laboratory
Dependent Variable
Students’ Academic Performance in Chemistry
3 Chapter Three: Research methods and material
3.1 Introduction
This chapter focuses mainly on the following areas: research design, the source of data,
description of study area, sample and sampling techniques and ethical practice and data
analysis
3.2 Research design
A descriptive survey design will used for the study. The sampling methods used in the study will
simple random sampling methods.
3.3 Source of data
In this study the data will gather through both primary and secondary data sources. Primary
data will obtain from observation, and interview of the three selected high schools. Secondary
data will obtain from High School chemistry syllabus, textbooks and lab standard guidelines
3.4 Description of study area
The study will carried out in Bensa cluster high schools in south part of Sidama, Ethiopia. In
Bensa cluster there are 5 high schools from those 3 high schools will select for the study
3.5 Samples and sampling techniques
The total sample will contain 20 students holding of 12 males and 8 female from total
population of 2170.
 Stratified sampling will assist to represent all the 3 selected high school students based on their
laboratory practical work participation and interest in the class
3.6 Data collection tools
Primary data will gather to through Interview schedule and questionnaire and secondary data
will gather through analysis of High School chemistry syllabus, textbooks and lab standard
guidelines
3.7 Ethical practice and data analysis
Data will analyze using simple descriptive statistical methods to generate amounts, frequencies
and percentages.
Ethical practice considerations
This study will be conduct with a permission of course supervisor, Bensa Education Office and
high school principals, chemistry teachers, and students at the selected high schools. All
respondents in this study will voluntary and treat with respect and not forced to take part in it.
9 budget break down

No Item Unity price Quantity Total

cost

1 Paper 2 birr for 1 10 20

2 pen 20 birr for 1 2 40

3 ruler 15 birr for 1 1 15

4 internet 10 birr/ hour 10 hours/month 100

5 transport 150 birr for 1 3 times/week(3) 450

6 print 3 birr for 1 10 pages 30

7 Flash card 450 for 1 1 450

Total 1105
 10 time break down

Activity Person responsible Time period Date

Finding and reading Mr Girma M 3 weeks 21november-13

previous literature december

Designing methods and Mr Girma M 2 weeks December(14 -29)

data collection tools

Refine proposal Mr Girma M 3 weeks 30december-21

January

11 references

References

[1] Millar R. The role of practical work in the teaching and learning of science. National
Academy of Sciences, Washington, DC, 2000.

[2] Science Community Representing Education, SCORE. Practical work in science: a report and
proposal for a strategic framework, London, 2007.

[3] Ministry of Education, MoE. The education and training policy and its implementation. Addis
Ababa: Ministry of Education, Ethiopia, 2010.

(4) Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for
the twenty-first century. Science Education, 88(1), 28-54 , Millar, R. (2010). Good practice in
science teaching. In J. Osborne & D. J (Eds.), Practical work. Maidenhead: Open University Press