Using model to teach double indicator titration based on the constructivist approach

Abstract

The purpose of this study was to use model to teach double indicator titration at the SHS. Five research questions were formed to guide this study. This study used action research design using quantitative approach. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants for the study. Classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyze the quantitative data. Findings of the study revealed that, chemistry teachers do not use practical activities in double indicator titration and this had adverse effects on their academic performance. Also, developed model (DEPTEM) was seen as an effective practical model in teaching double indicator titration at the SHS as compared to the teachers’ method. Furthermore, the DEPTEM influenced SHS chemistry students’ academic performance positively. Finally, there was a difference between male and female students’ academic achievement of the concept double indicator titration after been exposed to the DEPTEM. Based on these findings it was concluded that, chemistry teachers in the Kwaebibirim District of the Eastern Region used lecture method in teaching double indicator titration instead of practical activities and this had negative effects on their academic performance. It was then recommended that in-service training should be organized for chemistry teachers and newly recruited chemistry teachers to use more of the developed practical model (DEPTEM) in relation to the lecture method.