Career-Oriented Performance Tasks: Effects on Students' Interest in Chemistry

• Published in: Asia-Pacific forum on science learning and teaching Vol. 14; no. 2; pp. 1 - 23
• Main Authors: Espinosa, Allen A, Monterola, Sheryl Lyn C, Punzalan, Amelia E
• Format: Journal Article
• Language: English
• Published: Hong Kong Hong Kong Institute of Education 01.12.2013; The Education University of Hong Kong, Department of Science and Environmental Studies
• Subjects: Achievement tests; Altruism; Attitudes; Behavioral sciences; Biochemistry; Biology; Career Development; Career Education; Careers; Chemistry; College Students; Comparative Analysis; Conferences; Control Groups; Critical thinking; Distance learning; Foreign Countries; Inorganic chemistry; Inquiry method; Intervention; Mann Whitney U Test; Mathematics; Measures (Individuals); Performance evaluation; Philippines; Pretests Posttests; Quasiexperimental Design; Questionnaires; Science Careers; Science education; Science Instruction; Science Teachers; Scientific Attitudes; Secondary schools; Student Attitudes; Student Evaluation; Student Interests; Studies; Summer Science Programs; Teaching Methods; Philippines
• ISSN: 1609-4913; 1609-4913

The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students' interest in Chemistry. Specifically, it sought to find out if students exposed to COPT have higher interest in Chemistry than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry. The study used the quasi-experimental pretest-posttest control group design. The sample of the study consisted of two (2) intact sections of first year college students in a private higher education institution in Manila who are enrolled in General Inorganic Chemistry during the Second Semester of School Year 2011-2012. Thirty nine (39) students are in the COPT class while thirty eight (38) students are in the TTA class. The instrument used in the study is the Chemistry Attitude and Experiences Questionnaire (CAEQ) to assess students' interest in Chemistry. The instrument was content validated by a panel of experts and was pilot tested. The study found out that the mean posttest score in the Chemistry Attitude and Experiences Questionnaire was not significantly higher for students exposed to COPT than for students exposed to TTA. The integration of career-oriented examples in chemistry was not effective in enhancing students' interest in the subject given the limited time of intervention. Longer exposure to intervention is necessary to enhance college students' interest in Chemistry.