The Impact of Teaching and Learning of Chemistry of Acids and Bases in the Context of SDG 6 on Water Quality and Sanitation

Authors

  • Musonda Chisanga Faculty of Education, Chreso University, Lusaka
  • Overson Shumba School of Mathematics and Natural Sciences, Copperbelt University, Kitwe
  • Patrick Hayumbu School of Mathematics and Natural Sciences, Copperbelt University, Kitwe
  • Sydney Mupeta Faculty of Education, Chreso University, Lusaka

DOI:

https://doi.org/10.47672/jchem.1730

Keywords:

Chemistry, Teaching, Learning, Bases, Acids, SDG6

Abstract

Purpose: Research has shown that incorporating social-scientific issues and societal concerns in the teaching and learning of STEM subjects, such as Chemistry, can enhance their relevance and appeal to learners. However, STEM experiences often fail to connect with learners' experiences and societal issues.

Materials and Methods: To address this, a study was conducted with grade 11 learners (n=60) at a secondary school in Kasama town, northern Zambia. The study explored the impact of teaching acids and bases in the context of SDG6 on water quality and sanitation, using the REACT teaching model (Relating, Experiencing, Application, Cooperation, and Transferring).

Findings: Results showed that the experimental group (n=30) performed significantly better than the control group (M experiment =67.07, S= 13.09, M control = 45.87, S=11.73, t (df =58, two-tailed =6.05, p < 0.05). The gains from pre-test to post-test were significant in the experimental group (Gain = 26.03 points, t (df=29, 2-tailed) = 8.496, p < .000) and not significant in the control group (Gain = 6.17 points, t (df=29, 2-tailed) = 1.893, p = 0.068).

Implications to Theory, Practice and Policy: These results are both statistically and practically significant.

Downloads

Download data is not yet available.

References

Crawford, L .M. ( 2001). Teaching contextually: Research, rationale and techniques for improving student motivation and achievement. Texas: CCL Publishing.

Lee, M. K. & Erdogan, I. (2007). The effect of science technology-society teaching on student attitudes towards science and certain aspects of creativity. International Journal of Science, 11, pp. 1315-1327

Shumba, O. (2017). Tackling educational quality and epistemological access concerns in science and technology education in Africa: The "learning-as-connection" imperative. African perspectives of Research in Teaching and Learning, 1(1), 4-21.

UNESCO. (2017). ESD Learning Objectives. At http://unesdoc.unesco.org/images/0024/002474/247444e.pdf.

Utami, W.S., Sumarmi, Ruja, N. & Utaya, S. (2016). React (Relating, Experiencing, Applying, Cooperative, Transferring) Strategy to Develop Geography Skills. Journal of Education and Practice, 7(17), 2016.

Downloads

Published

2024-01-04

How to Cite

Chisanga, M. ., Shumba, O. ., Hayumbu, P. ., & Mupeta, S. . (2024). The Impact of Teaching and Learning of Chemistry of Acids and Bases in the Context of SDG 6 on Water Quality and Sanitation. Journal of Chemistry, 2(1), 25–31. https://doi.org/10.47672/jchem.1730

Issue

Vol. 2 No. 1 (2023): Vol 2 Issue 1

Section

Articles

License

Copyright (c) 2024 Musonda Chisanga, Overson Shumba, Patrick Hayumbu, Sydney Mupeta

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.