THE EFFECT OF CONTEXT BASED-APPROACH ON TEACHING THE CONCEPT OF ACID BASE INDICATORS ON COLLEGE STUDENTS’ ACHIEVEMENT AND ATTITUDES

Abstract

An approach for teaching the concept of acids bases indicators in the college students’ achievement and attitude toword fundamentals of chemistry topic. The active teaching constructive methods within the intraction of content provided by the experimental work for an assigned group.The study was designed as quasi-experiment methods and the participants were assigned as experimental and control group. For the purpose of study 48 second year of 2017/18 academic year as a (control group) and 18 seconod year students of 2018/19 acemic year as (experimental garoup) and two chemistry teachers were participated.The experimental group students were treated with supportive teaching materials, whereas the control group students follow without supportive teaching materials.The data was collected using questionnaire, pre-post test, interview, and lab observation. All the data obtained was interpreted by using both descriptive and inferential statistics. The result obtained from pre-posttest indicates that there is significant difference observed between the two groups at (p <0.05). A significantly higher number of students from the experimental group than the control group were capable to apply theoretical knowledge in the explanations of the changes observed in demonstration experiments performed during the lab session. Furthermore, according to the final test table 4 results, these students were more successful in organizing and carrying out their own experiments and in explaining the obtained results. This shows that the implementation of context based approach teaching methods most effective than lecture methods and students gain the chance of participate in testing acid base indicators equally