CHAPTER THREE

Research Method

This chapter described the procedures to be adopted in carrying out the study. It is

presented under the following sub-heading, design of the study, area of the study, population of

the study, sample and sampling technique, instrument method of data collection and method of

data analysis.

Design of the Study

The design of this study is quasi-experimental design. Specifically, it is a nonequivalent

control group design. According to Shadish, Cook and Campbell (2002) Quasi-experimental

design is a research approach that investigates cause-and-effect relationships between variables

without using complete random assignment of participants. In this design, researchers often work

with existing groups or conditions, which can limit the ability to draw strong causal conclusions

compared to true experimental designs. The design is considered appropriate because the effects

of two teaching strategies are being compared on certain learning outcomes

Pretest Treatment Posttest

Group 1 O1 X1 O2

Group 2 O1 X1 O2

Where:

O1 represents the pre-test for the two groups

O2 represents the post-test for the two groups

X1 treatment using Problem-Based Learning

X2 treatment using Collaborative Learning

Area of the Study

The study will be conducted in Pankshin Education Zone, Plateau State. Pankshin

Education Zone comprises five Local Governments: Bokkos, Mangu, Pankshin, Kanke, and

Kanam Local Government. Notably, there are 950 senior schools in this region, as reported in the

State Universal Basic Education Board Annual Report (2012).

The choice of this location is underpinned by compelling reasons. Firstly, a noticeable

gap exists in the current body of literature regarding the impact of problem-based learning and

collaborative learning on chemistry education within the Pankshin Education Zone. This research

presents a unique opportunity to fill this void and contribute fresh insights to the field. Secondly,

this choice stems from the concerns voiced by stakeholders and schools about the consistently

low performance of students in chemistry within the education zone.

Population of the Study

The population of the study comprises all on six hundred and eighty-five (685) senior

secondary schools II chemistry students in the five (5) Local Government Area in the Pankshin

Education zone in Plateau state (State Universal Basic Education, Annual Report, 2012).

Sample and Sampling Technique

A sample of 63 students will be drawn from four senior secondary schools using a multi-

stage sampling procedure (see appendix for sample size calculation…). In the first step, one

education zone (Pankshin Education Zone) was purposively selected from the three education

zones in the State. This decision is rooted in ensuring the safety and well-being of the
participants. The other zones are unfortunately prone to security challenges, notably the risk of

Fulani herdsmen attacks, which could compromise the integrity and safety of the research

process. This strategic decision aims to create a secure and conducive environment for data

collection, fostering a setting where students can actively and confidently participate in the

research without unnecessary concerns for their safety. Additionally, this approach helps will to

minimize potential disruptions to the study, ensuring the reliability and validity of the findings

by mitigating external factors that may impact the research process negatively

In the second stage, two local government areas will be selected out of the five local

government areas within the chosen education zone. This selection will be accomplished using a

simple random sampling technique involving balloting without replacement. From the two local

government areas, two schools in each local government will be purposively selected. These

schools will be chosen based on two key criteria: the school must have senior secondary school

II students studying chemistry, and the schools must also possess the necessary practical

equipment, electricity, and laboratory facilities for a comprehensive investigation into the

practical skill acquisitions of the students.

Lastly, from the four selected schools, at least fifteen students will be chosen from each

school through a random sampling technique. This process will result in a total sample size of

sixty-nine (63) students. All students in the selected four schools will be included in the sample

for the study, ensuring a representative and diverse group of participants.

Instrument for Data Collection

The study employs three primary instruments: the Chemistry Students' Achievement-Motivation

Scale (CSAMS), the Chemistry Practical Skill Rating Scale (CPSRS), and the Chemistry Practical Skill

Acquisition Test (CPSAT). Additionally, two secondary instruments, lesson plans for the two

instructional strategies, complement the primary tools.

The Chemistry Students' Achievement-Motivation Scale (CSAMS) was developed by the

researcher. The Chemistry Students' Achievement-Motivation Scale (CSAMS) consists of two

sections: section A and section B. Section A sought information on demographic data of the

students including gender, and class. The section B of the instrument contains Twenty-seven (27)

items designed to determine students’ Achievement-motivation in chemistry. The students’

Achievement-motivation scale will be rated using a four-point rating scale. The options are

Strongly Agreed (SA) = 4 points, Agree (A) = 3 points, Disagree (D) = 2 points and Strongly

Disagree (SD) = 1 point, for positive statements while the scoring is reversed for negative

statements. The students will be required to express their achievement-motivation towards

chemistry by ticking (√) in the most appropriate column against the item stated. The score

obtained by a student on the scale will indicate the level of students’ Achievement-motivation

toward Chemistry. The score obtained by the students will be used in determining the

Achievement-motivation mean score toward chemistry by the group.

The Chemistry Practical Skill Rating Scale (CPSRS) is derived from the scale developed

by Z. C. Njoku (1999) for assessing students' chemistry practical skills in secondary schools.

Njoku's original instrument consisted of 57 items distributed across eight skill categories.

Utilizing a 5-point scale, the instrument effectively gauges the proficiency of students in
chemistry practical activities, with ratings ranging from Very Poor (VP), Poor (P), Fair (F), Good

(G) and Excellent (E), corresponding to scores of 1 to 5, respectively. The eight skill categories

are treated as sub-scales, encompassing a comprehensive assessment of practical abilities. The

scale points, VP, P, F, G, and E, represent a continuum of performance levels. Validation of the

original instrument involved input from a chemistry laboratory technologist, two specialists in

educational measurement and evaluation, and two experienced chemistry teachers in secondary

schools.

In the present study, the CPSRS was adapted to meet the specific requirements of both

quantitative and qualitative analyses. The researcher modified the original 57 items to 44 items

while retaining the same skill categories. Notably, some items within the quantitative analysis

differ from those in the qualitative analysis, reflecting variations in execution. Despite these

differences, both analyses share common skills, demonstrating the flexibility and applicability of

the CPSRS in capturing a nuanced understanding of students' practical skills across diverse

aspects of chemistry.

The Chemistry Practical Skill Acquisition Test (CPSAT) is adopted from 2020 Wast

Africa Examination Council (WAEC) for quantitative analysis and 2019 Wast Africa

Examination Council (WAEC) for qualitative analysis to assess students' acquisition of practical

skills in chemistry through the execution of the two practicals. The Chemistry Practical Skill

Acquisition Test (CPSAT) is divided into two sections: Section A and Section B. Section A of

the assessment aims to gather essential personal information about the students, which includes

details such as gender and class. Section B is designed to evaluate the students' practical skills

acquisition in chemistry, with a particular focus on their ability to conduct quantitative and

qualitative analysis experiments, and accurately calculate results. This section comprises two
practical questions, each corresponding to a specific skill set: quantitative analysis, and

qualitative analysis.

Within these practical questions, specific criteria have been established for assessment

using the Chemistry Practical Skill Rating Scale (CPSRS) which has been described above.

Students will be scored based on their performance according to the following scale: Very Poor

(VP) to Excellent (E), corresponding to scores of 1 to 5, respectively. These scores reflect the

students' practical skill execution during the experiments.

The Problem-Based Learning Lesson Plan and the Collaborative Learning Lesson Plan

are meticulously structured lessons designed by the researcher to span a five-week duration.

Each lesson plan is meticulously crafted to align with the chosen instructional strategy, providing

the research assistants (chemistry teachers) with a comprehensive roadmap to facilitate effective

learning.

Validation of the Instrument

The three primary instrument, Chemistry Students' Achievement-Motivation Scale (CSAMS),

the Chemistry Practical Skill Rating Scale (CPSRS), and the Chemistry Practical Skill Acquisition Test

(CPSAT), and the two lesson plans were subjected to face validity by three (3) experts in the

department of Science Education for face validation. The experts in Science Education were

required because chemistry Science questions involve Science concepts that can readily be

interpreted by lecturers in Science Education Department. All the validates were from the faculty

of Education, University of Nigeria Nsukka, two from Chemistry Education and one from

measurement and evaluation unit.

 The validators thoroughly reviewed the items of the instrument, assessing their suitability

in achieving the study's objectives. Additionally, experts verified the relevance and clarity of the

content. The feedback provided by the validators were instrumental in refining the instrument for

the trial data collection.

In addition, the Chemistry Students' Achievement-Motivation Scale (CSAMS) was

subjected to construct validity through factor analysis. This was done by first administering fifty

(50) copies of the fifty (50) items instrument on fifty (50) students drawn from Government

Secondary School Gindiri and COCIN Comprehensive College Gindiri which are not from the

primary study area but possesses the same characteristics, given its location within the same

state. Importantly, the students in this zone not only follow the same curriculum as the intended

research area but also share a common cultural background. This deliberate choice ensures that

the trial-testing environment closely mirrors the conditions of the primary study, enhancing the

instrument's reliability and the generalizability of the findings.

The response of the students was then subjected to factor analysis on SPSS (Statistical

Package for Social Science) version 21 using the Principal Component Analysis (PCA) with

varimax rotation. During the analysis, “two factors” were extracted based on the scree plot. In

the selection of valid items, the researcher adopted Meredith’s (1969) criterion of 0.35 and above

for substantive factor loadings for valid items. According to Meredith, only factor loading of

0.35 and above on one factor should be considered substantive and valid for an item. Based on

the benchmark, item _____ and ____ loaded on factor one while items ____ and ____ loaded on

factor two. This made a total of ___ factorially pure items that were considered valid as they had

factor loading of 0.35 and above one factor respectively. Therefore, the ____ valid items were

retained in the final version of CSAMS as the instrument was modified accordingly. However,
items __ and ___ loaded above 0.35 on the factors respectively and thus were considered

factorially complex and therefore discarded. Likewise, items___ and ___ were considered

factorially impure as they are loaded below 0.35 on the two factors and were consequently

deleted. Summarily, the new version of the CSAMS have ____ items (see appendix __)

The response of the students was then subjected to factor analysis using SPSS (Statistical

Package for Social Science) version 21. Principal Component Analysis (PCA) with varimax

rotation was employed. During the analysis, two factors were extracted based on the screen plot.

In selecting valid items, Meredith's (1969) criterion of 0.35 and above for substantive factor

loadings was adopted. According to Meredith, only a factor loading of 0.35 and above on one

factor should be considered substantive and valid for an item.

Based on this benchmark, items [Insert item numbers] loaded on factor one while items [Insert

item numbers] loaded on factor two. This resulted in a total of [Insert number] factorially pure

items that were considered valid as they had a factor loading of 0.35 and above on one factor,

respectively. Therefore, the [Insert number] valid items were retained in the final version of

CSAMS as the instrument was modified accordingly.

However, items [Insert item numbers] loaded above 0.35 on both factors, respectively, and were

thus considered factorially complex and therefore discarded. Likewise, items [Insert item

numbers] were considered factorially impure as they loaded below 0.35 on both factors and were

consequently deleted.

In summary, the new version of the CSAMS has [Insert number] items (see appendix [Insert

appendix number]).
Reliability of the Instruments

To ascertain the internal consistency reliability of the instrument, a trial-testing exercise

was undertaken with a sample of at least fifty (50) items of the instrument. This trial involved 50

senior secondary school students from the Plateau South Education Zone within Plateau State. It

is noteworthy that this zone, while distinct from the primary study area, possesses analogous

characteristics, given its location within the same state. Importantly, the students in this zone not

only follow the same curriculum as the intended research area but also share a common cultural

background. This deliberate choice ensures that the trial-testing environment closely mirrors the

conditions of the primary study, enhancing the instrument's reliability and the generalizability of

the findings.

The assessment of internal consistency reliability will be executed through the

application of the Cronbach Alpha Statistical method. This method serves as a robust tool for

measuring the degree of internal consistency within the instrument. The utilization of this

statistical approach aims to demonstrate that the instrument possesses the necessary reliability to

yield consistent and accurate results.

Experimental Procedure

In the course of this research, several essential steps will be meticulously undertaken to

ensure a systematic and ethical approach to studying the comparative effects of Problem-Based

Learning (PBL) and Collaborative Learning (CL) on students' achievement motivation and

practical skills in chemistry. To initiate the research, formal consent will be diligently sought

from the school authorities where the research is to be conducted. This consent signifies the
school's willingness to participate in the research and is crucial in ensuring a supportive

environment for the study.

Subsequently, research assistants, which include school chemistry teachers, will be

recruited based on their expertise and availability. These research assistants will undergo briefing

to gain a detailed understanding of the research objectives, data collection methods, and specific

protocols that pertain to the study. Additionally, informed consent will be obtained from these

research assistants, ensuring that they are fully aware of their roles and responsibilities, as well

as any potential risks or ethical considerations associated with their involvement.

Following the briefing of research assistants, the process of group assignment will be

conducted. This will entail the random assignment of selected students into two groups: the

Collaborative Learning (CL) group and the Problem-Based Learning (PBL) group. The

assignment will be executed using a random sampling through balloting without replacement to

ensure fairness and minimize bias. Each group will be clearly designated as either CL or PBL,

maintaining consistency in instruction and data collection. Before the instructional phase

commences, a pre-testing phase will be initiated. Pre-tests, including the Pre-Test Achievement-

Motivation Scale in Chemistry and the Pre-Test of Chemistry Practical Skill Acquisition Test,

will be administered to the students. These pre-tests are essential in establishing a baseline

measurement of the students' achievement motivation and practical skill levels.

During the instructional phase, the teachers will use the lesson plans for both the

Collaborative Learning (CL) and Problem-Based Learning (PBL) strategies developed by the

researcher. These lesson plans will be centered on selected topics from the chemistry II

curriculum, with a particular focus on quantitative and qualitative analysis. In the Collaborative
Learning strategy, students will actively engage in small groups, fostering in-depth discussions

and collective problem-solving efforts. Teachers will play a facilitative role, offering assistance,

providing encouragement, and promoting critical thinking. Group presentations will be made to

the entire class, enabling a comprehensive understanding of the subject matter. In contrast, the

Problem-Based Learning strategy will immerse students in a dynamic educational approach,

focusing on real-world problems. This method will encourage deep understanding and practical

problem-solving skills, with students conducting independent research, collaborating with peers,

and presenting their findings, encouraging peer feedback.

In the wake of the 5-week instructional period, the post-testing phase will involve the

administration of post-tests to the students. These post-tests will mirror the structure of the pre-

tests but with a strategic variation in item arrangement. Scores from these post-tests will be

meticulously recorded for each group.

These procedural steps will be implemented with a commitment to ethical research

conduct, data integrity, and the successful execution of the research study. The cooperation of

school authorities, thorough briefing of research assistants, careful group assignment, and the

systematic administration of pre-tests and post-tests will all contribute to the rigor and integrity

of the research process.

Briefing of Research Assistants

The researcher will conduct a three-day orientation session for the regular chemistry

teachers who will participate in the study. This briefing will precede the implementation of the

study. The program will cover both quantitative and qualitative analysis, with all the relevant

topics thoroughly addressed within the lesson plans.

 Following the training, the research assistants, who are the participating teachers, will be

provided with opportunities to practice and showcase their acquired knowledge and skills. They

will utilize the lesson plans to ensure consistency and uniformity in their teaching approach.

Control of extraneous variables

The following steps will be taken to control extraneous variables that might constitute a

threat to the validity of the findings of the study:

Experimenter’s bias will avoided by using the students’ regular chemistry teachers in the schools

sampled to teach both the collaborative and the problem-based learning groups.

To control teacher variable the researcher will prepare two sets of lesson notes, one for

the collaborative learning group and the other for the problem-based learning group. The lesson

notes will cover both the content and duration of the study. A briefing will organize by the

researcher for the teachers involved in the study. During the briefing, the teachers will be

enlightened on what collaborative and problem-based learning strategies are, how to place the

students into their various groups and appointment of a leader for each group to oversee the

activities of each group.

The procedures will involve using collaborative and problem-based learning strategies to

learn chemistry concepts will be also presented to the teachers. The contents of the lesson notes

will extensively be discussed with the teachers and they will be advice to adhere to the contents

of the lesson notes. Teachers will also be taught how to administer the pretest and posttest using

the Chemistry Students' Achievement-Motivation Scale (CSAMS) and the Chemistry Practical

Skill Acquisition Test (CPSAT).

 To ensure an unbiased assessment process and minimize potential research assistants’

interference, video cameras will be strategically positioned during the practical sessions. These

video recordings will play a crucial role in the evaluation process since it may be challenging for

the research assistant to observe every student's actions during the practical tasks.

During the assessment, the researcher will review the video recordings and assign scores to each

student based on their adherence to the task criteria. This approach offers a systematic and

transparent means of tracking students' performance in executing the practical skills related to

titration experiments, thereby enhancing the reliability and objectivity of the assessment process.

Method of Data Collection

The Chemistry Students' Achievement-Motivation Rating Scale (CSAMRS) and the

Chemistry Practical Skill Acquisition Test (CPSAT) will be administered to the groups as pre-

test by the research assistants before the actual treatment so as to determine the level of students’

achievement-motivation and acquisition of practical skill. After the treatment session, same tests

will be administered to the students as post-test

Method of Data Analyses

The data obtained from the pretest and posttest on students’ achievement-motivation and

acquisition of practical skill in chemistry will be analyzed using mean and standard deviation for

the research questions and analysis of covariance (ANCOVA) for the hypotheses. The

hypotheses will be tested at 0.05 level of significance. The analysis of covariance will be

appropriate in order to ensure initial group differences.

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Sample Size Calculation

( )
2 2
2 × Z α +Z β ×σ
2
n=
σ2

Where:

n is the sample size

Z α is the Z-score corresponding to the chosen significance level (α ¿

2

Z β is the Z-score corresponding to the desired power level (0.8)

2
σ is the population variance

σ is the effect size (the difference you want to detect)

at 95% confidence level (α = 0.05), a power of 0.8 ( Z β ≈ 0.84 for 80% power), and an effect size
of 0.5 (considered a medium effect size). Assuming the population variance ( σ 2) of 1 for
simplicity.
2
2 × (1.96 +0.84 ) ×1
n=
0.5 2

15.68
n=
0.25

n=62.7

n ≈ 63

So, a sample size of approximately 63 would be needed for your experimental study under the
given assumptions.