This dissertation surveyed the validities of teaching the chemistry of water purification in
South African schools using locally available materials (LAM) through the scientific inquiry
(SI) approach. The researcher randomly selected four secondary schools that provided a small
and purposive study sample of thirty-two Grade 11 learners and four teachers. The research
design applied a mixed-method approach, consisting of qualitative and quantitative methods
of data collection. Within this approach, the outcome of SI instruction that integrated LAM
was compared with that of conventional instruction through a quasi-experimental control
groups design. The researcher identified in the analysis of interviews and questionnaires the
most complex aspects of the chemistry of water purification for learners to understand as
redox reactions, acid-base systems, precipitations, and chlorination. However, the use of
LAM through the scientific inquiry approach made it easier for learners to understand the
concepts.
The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the
experimental groups taught through SI signified that those learners immensely benefited from
an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of
control groups could be attributed to a linear and passive participation of learners in the
conventional classroom instruction. The marks of the two groups in post-test RBT2 were
paired and contrasted using GraphPad software. The results showed that t =6.699, df =21
with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred
that the difference between the means of the two groups was not only statistically important
but also worth an explanation. The higher performance scores in RBT2 and the Rubric
Assessment Tool (RAT) in experimental groups represents that the intervention was
successful in the implementation of instructional design in the the study. In addition, the
learners had mastered the crucial aptitudes that included self-discipline in understanding,
cooperative learning, searching relevant text on topic, hands-on or laboratory practice and
logical thinking in problem solving by working through the SI activities that used LAM. / Mathematics, Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/19033 |
| Date | 10 1900 |
| Creators | Makoni, Robert Davison |
| Contributors | Atagana, Harrison I. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiv, 226 leaves), application/pdf |
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