Integration of Indigenous Knowledge into Case-Based Learning and Its Effects on Students’ Interest in Organic Chemistry in Ondo State

Abstract

Inadequate understanding of fundamental ideas in Organic chemistry can cause students to develop low interest. There are indications that indigenous knowledge and case-based Learning have the tendencies to improve student Interest in Chemistry. This study explored the impact of integrating indigenous knowledge with case-based Learning on student interest in organic chemistry among Senior Secondary School students in Ondo State, Nigeria. This study also examined the Moderating effect of gender. The study is anchored on Vygotsky's Theory of Social Constructivism. Two hypotheses at a significant level of P were tested. Four public secondary schools were randomly selected out of the existing secondary schools in Ondo West L.G. in Ondo State, and four intact classes of Senior Secondary Class 3 (SS3) Chemistry students were enlisted for the study using Criterion sampling technique. Validated instrument for the study involve Student Interest in Organic Chemistry Scale, (SIOCS), 110 students which include 45 male and 65 female students were involved in the study.  A simple random sampling technique was used to assign groups into the control and experimental groups. The treatment lasted for six weeks.  After six weeks, a post-test was administered and data was analyzed using descriptive statistics and analysis of covariance (ANCOVA) at α = 0.05, mean, frequency count, mean, standard deviation, and percentage. The conventional group has the highest mean (M= 11.01) why those exposed to hybrid CBL (M=10.19). The result shows that the mean difference between hybrid case-based learning and the conventional was statically insignificant. In addition, male students have the highest mean achievement (10.874) while female students have the lowest mean achievement (10.335). Analysis of the result showed that there was no significant main effect of treatment on students’ interest in Chemistry (F_{(1; 109)} = 3.63; p>0.05). Though the result of the treatment was insignificant, application of this innovative method would make the teacher think beyond the traditional way of teaching.  Therefore, Chemistry teacher should be trained on how to use and explore the method as a new method of teaching chemistry.  More research will be needed to be carried out on this innovative pedagogy to improve student’s interest in chemistry.