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Article Open Access July 05, 2022

Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers

Desmond Adarkwah 1,* and Leticia Peace Amenorfe 1
1
Department of Science, Methodist College of Education, Oda, Ghana
Publihed in: Current Research in Public Health (Volume 2, Issue 1, 2022)
Page(s): 39-52
DOI: 10.31586/ojc.2022.358
Received
May 26, 2022
Revised
June 25, 2022
Accepted
July 03, 2022
Published
July 05, 2022
Keywords
Chemistry; Teachers; Strategies; Double Indicator; Titration
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright: Copyright © The Author(s), 2022. Published by Scientific Publications
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Cite This Article

APA Style
Adarkwah, D. , & Amenorfe, L. P. (2022). Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers. Current Research in Public Health, 2(1), 39-52. https://doi.org/10.31586/ojc.2022.358
ACS Style
Adarkwah, D. ; Amenorfe, L. P. Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers. Current Research in Public Health 2022 2(1), 39-52. https://doi.org/10.31586/ojc.2022.358
Chicago/Turabian Style
Adarkwah, Desmond, and Leticia Peace Amenorfe. 2022. "Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers". Current Research in Public Health 2, no. 1: 39-52. https://doi.org/10.31586/ojc.2022.358
AMA Style
Adarkwah D, Amenorfe LP. Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers. Current Research in Public Health. 2022; 2(1):39-52. https://doi.org/10.31586/ojc.2022.358 
@Article{crph358,
AUTHOR = {Adarkwah, Desmond and Amenorfe, Leticia Peace},
TITLE = {Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {1},
PAGES = {39-52},
URL = {https://www.scipublications.com/journal/index.php/OJC/article/view/358},
ISSN = {2831-5162},
DOI = {10.31586/ojc.2022.358},
ABSTRACT = {The purpose of this study was to examine chemistry teachers' teaching and learning strategies in double indicator titration in Senior High Schools in Ghana. Action research design using a quantitative approach was used for the study. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants (teachers and students) for the study. The classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyse the quantitative data. The study revealed that Chemistry teachers in the Kwaebibirim and Denkyembuo Districts of the Eastern Region used the lecture method in teaching double indicator titration lessons instead of practical activities and this had negative effects on their academic performance. The study also indicated that the effective model that can be used to improve teaching and learning of double indicator titration is the developed practical teaching model (DEPTEM) as compared to the teachers’ method. It is recommended that in-service training should be organized for chemistry teachers who were already in the field of work to use more of the developed practical model (DEPTEM) in relation to the lecture method. It is also recommended that chemistry teachers should use teaching methods that would allow chemistry students to participate and manipulate equipment/materials using their five senses and other skills instead of teaching in abstract or allowing them to remain less active in their class.},
}
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%J Current Research in Public Health

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%T Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers
%M doi:10.31586/ojc.2022.358
%U https://www.scipublications.com/journal/index.php/OJC/article/view/358

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AB  - The purpose of this study was to examine chemistry teachers' teaching and learning strategies in double indicator titration in Senior High Schools in Ghana. Action research design using a quantitative approach was used for the study. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants (teachers and students) for the study. The classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyse the quantitative data. The study revealed that Chemistry teachers in the Kwaebibirim and Denkyembuo Districts of the Eastern Region used the lecture method in teaching double indicator titration lessons instead of practical activities and this had negative effects on their academic performance. The study also indicated that the effective model that can be used to improve teaching and learning of double indicator titration is the developed practical teaching model (DEPTEM) as compared to the teachers’ method. It is recommended that in-service training should be organized for chemistry teachers who were already in the field of work to use more of the developed practical model (DEPTEM) in relation to the lecture method. It is also recommended that chemistry teachers should use teaching methods that would allow chemistry students to participate and manipulate equipment/materials using their five senses and other skills instead of teaching in abstract or allowing them to remain less active in their class.
DO  - Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers
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