Impact of the BSCS 5Es Model on Zambian Grade 11 Learners’ Comprehension and Attitudes on Acid-Base Concepts in Chemistry 5070

Abstract

The study explored the impact of the Biological Science Curriculum Study 5Es model on grade 11 students’ comprehension and attitudes toward acid base concepts in Chemistry 5070. The study involved 40 students in grade 11 at Roan Antelope Secondary School, a government school in Luanshya district on the Copperbelt Province of Zambia. They were studying acids and bases by engaging in activities and projects in which students explored concepts and their application in real world context. The teacher guided students through the 5Es of the BSCS model of instruction. Results from a 30 item acid-base concept test revealed a modest gain from pre-test (mean = 13.02) to post-test (mean = 15.44 (t= 1.901 p = 0.066). Acid-base concept maps and reports on group experiments and projects showed that students had gained in ability to link the acid-base concepts together with examples from real-life. They successfully completed group experiments and projects and reached valid conclusions in testing for acid and bases in materials and substances taken from the environment (milk, soils, water, and fruits). Basing on response to an attitude questionnaire, the students’ attitudes towards teaching and learning approach, towards the topic “acids and bases”, and towards household and industrial applications, and impacts on the environment were positive, overall. The 5Es model implemented via practical inquiry activities in which materials and substances drawn from the local environment modestly improved learning of and attitudes and awareness towards chemistry concepts associated with acids and bases and their household and environmental applications and environmental impacts.