Students’ engagement in learning by indigenous knowledge-chemistry lesson
This study was aimed at assessing students’ engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students’ constructi...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2022-11-01
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| Series: | LUMAT |
| Subjects: | |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/1715 |
| _version_ | 1811321146140786688 |
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| author | Charity Esenam Anor Jan Lundell Ruby Hanson Emmanuel Oppong |
| author_facet | Charity Esenam Anor Jan Lundell Ruby Hanson Emmanuel Oppong |
| author_sort | Charity Esenam Anor |
| collection | DOAJ |
| description |
This study was aimed at assessing students’ engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students’ construction of knowledge of the factors affecting rate of chemical reactions. The study was conducted in Swedru senior high school in the Agona East municipality of the Central Region of Ghana. A purposively sampled intact class of 26 students aged between 14 and 18 years formed the study. The control group for this study encompassed also 26 students randomly sampled from the remaining chemistry classes in the same grade as the study group. The IIK-CL, which employed the use of field trip and other interactive learning activities, was used to engage students in the learning concept. A quantitative research approach was used. Data before and after students’ engagement in the IIK-CL were collected using questionnaires and an observational schedule. The IIK-CL recorded a significant level of behavioural, emotional and cognitive student engagement. This implies that students are most likely to be engaged in lessons that are relevant to their everyday lives thereby helping them in constructing understanding of scientific concept in their personal context.
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| first_indexed | 2024-04-13T13:12:52Z |
| format | Article |
| id | doaj.art-698a1a5ea4a3410494362182fb914bfa |
| institution | Directory Open Access Journal |
| issn | 2323-7112 |
| language | English |
| last_indexed | 2024-04-13T13:12:52Z |
| publishDate | 2022-11-01 |
| publisher | LUMA Centre Finland |
| record_format | Article |
| series | LUMAT |
| spelling | doaj.art-698a1a5ea4a3410494362182fb914bfa2022-12-22T02:45:34ZengLUMA Centre FinlandLUMAT2323-71122022-11-0110110.31129/LUMAT.10.1.1715Students’ engagement in learning by indigenous knowledge-chemistry lessonCharity Esenam Anor0Jan Lundell1Ruby Hanson2Emmanuel Oppong3Department of Integrated Science Education, University of Education Winneba, GhanaDepartment of Chemistry, University of Jyväskylä, FinlandDepartment of Chemistry Education, University of Education Winneba, GhanaDepartment of Chemistry Education, University of Education Winneba, Ghana This study was aimed at assessing students’ engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students’ construction of knowledge of the factors affecting rate of chemical reactions. The study was conducted in Swedru senior high school in the Agona East municipality of the Central Region of Ghana. A purposively sampled intact class of 26 students aged between 14 and 18 years formed the study. The control group for this study encompassed also 26 students randomly sampled from the remaining chemistry classes in the same grade as the study group. The IIK-CL, which employed the use of field trip and other interactive learning activities, was used to engage students in the learning concept. A quantitative research approach was used. Data before and after students’ engagement in the IIK-CL were collected using questionnaires and an observational schedule. The IIK-CL recorded a significant level of behavioural, emotional and cognitive student engagement. This implies that students are most likely to be engaged in lessons that are relevant to their everyday lives thereby helping them in constructing understanding of scientific concept in their personal context. https://journals.helsinki.fi/lumat/article/view/1715engagementIndigenous knowledgeappropriate contextchemistrychemical reaction |
| spellingShingle | Charity Esenam Anor Jan Lundell Ruby Hanson Emmanuel Oppong Students’ engagement in learning by indigenous knowledge-chemistry lesson LUMAT engagement Indigenous knowledge appropriate context chemistry chemical reaction |
| title | Students’ engagement in learning by indigenous knowledge-chemistry lesson |
| title_full | Students’ engagement in learning by indigenous knowledge-chemistry lesson |
| title_fullStr | Students’ engagement in learning by indigenous knowledge-chemistry lesson |
| title_full_unstemmed | Students’ engagement in learning by indigenous knowledge-chemistry lesson |
| title_short | Students’ engagement in learning by indigenous knowledge-chemistry lesson |
| title_sort | students engagement in learning by indigenous knowledge chemistry lesson |
| topic | engagement Indigenous knowledge appropriate context chemistry chemical reaction |
| url | https://journals.helsinki.fi/lumat/article/view/1715 |
| work_keys_str_mv | AT charityesenamanor studentsengagementinlearningbyindigenousknowledgechemistrylesson AT janlundell studentsengagementinlearningbyindigenousknowledgechemistrylesson AT rubyhanson studentsengagementinlearningbyindigenousknowledgechemistrylesson AT emmanueloppong studentsengagementinlearningbyindigenousknowledgechemistrylesson |