Eliciting and Correcting Science Education Undergraduates Misconceptions about Electrolysis in Rivers State Nigeria through Drama: An Imperative for 21st Century Chemistry Education in the Post-Covid-19 Era

Abstrak

This study explores eliciting science education undergraduates’ misconceptions about electrolysis in Rivers State, Nigeria and correcting these misconceptions using drama strategy. Mixed method design was adopted. The sample comprised 94 first year science education undergraduates in Ignatius Ajuru University of Education. Three research questions and two hypotheses guided the study. The instruments were a four-tier Misconceptions Diagnostics Test with reliability coefficient of 0.88 and interview schedule. Research questions were answered using percentages and graphs while hypotheses were tested at 0.05 level of significance using ANCOVA. Results revealed high extents of misconceptions about electrolysis with regards to identifying anode and cathode, cation and anions, ions selectively discharged at the electrodes, reactions at electrodes, and writing half- cell and overall chemical equations for electrolysis among science education undergraduates. These misconceptions were corrected on the use of drama strategy in teaching as the high extents were remarkably reduced after treatment confirming its effectiveness. There was a significant difference in extents of misconceptions of the learners taught electrolysis with drama approach and those with lecture method. No significant gender related differences was established. It was recommended among others that proper blend of drama and other teaching strategies should be adopted to assist students relate abstract concepts to real life phenomenon.

Kata Kunci