Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization

Huaru Alhassan Marifa; Moses Abdullai Abukari; Jonathan Ayelsoma Samari; Philip Dorsah; Fatao Abudu

doi:doi:10.11648/j.sjedu.20231102.11

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Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization

Huaru Alhassan Marifa, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, Fatao Abudu

Published in Science Journal of Education (Volume 11, Issue 2)

Received: 23 January 2023 Accepted: 16 February 2023 Published: 9 March 2023

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Abstract

Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.

Published in	Science Journal of Education (Volume 11, Issue 2)
DOI	10.11648/j.sjedu.20231102.11
Page(s)	61-76
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), 2024. Published by Science Publishing Group

Keywords

Concept of Hybridization, Enacted PCK, Pedagogical Content Knowledge, Sequential Explanatory Mixed Method, Students Perception

References

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Huaru Alhassan Marifa, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, Fatao Abudu. (2023). Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Science Journal of Education, 11(2), 61-76. https://doi.org/10.11648/j.sjedu.20231102.11

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Huaru Alhassan Marifa; Moses Abdullai Abukari; Jonathan Ayelsoma Samari; Philip Dorsah; Fatao Abudu. Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Sci. J. Educ. 2023, 11(2), 61-76. doi: 10.11648/j.sjedu.20231102.11

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AMA Style

Huaru Alhassan Marifa, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, Fatao Abudu. Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Sci J Educ. 2023;11(2):61-76. doi: 10.11648/j.sjedu.20231102.11

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@article{10.11648/j.sjedu.20231102.11,
  author = {Huaru Alhassan Marifa and Moses Abdullai Abukari and Jonathan Ayelsoma Samari and Philip Dorsah and Fatao Abudu},
  title = {Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization},
  journal = {Science Journal of Education},
  volume = {11},
  number = {2},
  pages = {61-76},
  doi = {10.11648/j.sjedu.20231102.11},
  url = {https://doi.org/10.11648/j.sjedu.20231102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231102.11},
  abstract = {Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.},
 year = {2023}
}

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TY  - JOUR
T1  - Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization
AU  - Huaru Alhassan Marifa
AU  - Moses Abdullai Abukari
AU  - Jonathan Ayelsoma Samari
AU  - Philip Dorsah
AU  - Fatao Abudu
Y1  - 2023/03/09
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231102.11
DO  - 10.11648/j.sjedu.20231102.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 61
EP  - 76
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231102.11
AB  - Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.
VL  - 11
IS  - 2
ER  -

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Author Information

Huaru Alhassan Marifa

Science Department, Dr. Hilla Limann Senior High School, Gwollu, Ghana
Moses Abdullai Abukari

Department of Science Education, C. K. Tedam University of Technology and Applied Science, Navrongo, Ghana
Jonathan Ayelsoma Samari

Department of Science Education, C. K. Tedam University of Technology and Applied Science, Navrongo, Ghana
Philip Dorsah

Department of Science Education, C. K. Tedam University of Technology and Applied Science, Navrongo, Ghana
Fatao Abudu

Department of Science Education, C. K. Tedam University of Technology and Applied Science, Navrongo, Ghana

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Huaru Alhassan Marifa, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, Fatao Abudu. (2023). Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Science Journal of Education, 11(2), 61-76. https://doi.org/10.11648/j.sjedu.20231102.11

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ACS Style

Huaru Alhassan Marifa; Moses Abdullai Abukari; Jonathan Ayelsoma Samari; Philip Dorsah; Fatao Abudu. Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Sci. J. Educ. 2023, 11(2), 61-76. doi: 10.11648/j.sjedu.20231102.11

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AMA Style

Huaru Alhassan Marifa, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, Fatao Abudu. Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization. Sci J Educ. 2023;11(2):61-76. doi: 10.11648/j.sjedu.20231102.11

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@article{10.11648/j.sjedu.20231102.11,
  author = {Huaru Alhassan Marifa and Moses Abdullai Abukari and Jonathan Ayelsoma Samari and Philip Dorsah and Fatao Abudu},
  title = {Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization},
  journal = {Science Journal of Education},
  volume = {11},
  number = {2},
  pages = {61-76},
  doi = {10.11648/j.sjedu.20231102.11},
  url = {https://doi.org/10.11648/j.sjedu.20231102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231102.11},
  abstract = {Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization
AU  - Huaru Alhassan Marifa
AU  - Moses Abdullai Abukari
AU  - Jonathan Ayelsoma Samari
AU  - Philip Dorsah
AU  - Fatao Abudu
Y1  - 2023/03/09
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231102.11
DO  - 10.11648/j.sjedu.20231102.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 61
EP  - 76
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231102.11
AB  - Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.
VL  - 11
IS  - 2
ER  -

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