ENGAGING LEARNING TECHNIQUES, STUDENTS' SELF-PERCEPTION, AND ACADEMIC ACHIEVEMENT IN ACID-BASE TOPICS IN LAPAI LOCAL GOVERNMENT AREA

ENGAGING LEARNING TECHNIQUES, STUDENTS' SELF-PERCEPTION, AND ACADEMIC ACHIEVEMENT IN ACID-BASE TOPICS IN LAPAI LOCAL GOVERNMENT AREA CHAPTER ONE INTRODUCTION 1.1 Background of the Study In order to emerge as global leaders and responsible citizens now and in the future, as well as to gain a more comprehensive view of the world, students need to cultivate independence and critical thinking abilities. They should equally demonstrate a thorough conceptual grasp of their respective disciplines, approach challenges with inquisitiveness, creativity, and analytical reasoning, apply their knowledge innovatively to real-world problems, and grow as autonomous learners with strong self-belief (Chionson, 2016). A solid understanding of geometry contributes significantly to the development of these qualities. However, according to Pavethira (2017), geometry is among the more abstract and challenging aspects of mathematics that students often struggle to master. Research indicates that conventional teaching methods fall short in equipping students with these vital skills (Hamza, 2018). Consequently, Azuka (2019) recommends adopting instructional methods that are centered on the learner and grounded in active engagement. Similarly, Brady (2015) contends that students must be cultivated to acquire 21st-century competencies to thrive in today's information-rich and technologically advanced environment. These competencies include critical thinking, problem-solving, teamwork across networks, initiative, the ability to access and interpret information, and curiosity (Gravemeijer, 2017). These essential skills align with active learning strategies, which are rooted in constructivist learning theory. Constructivism conceptualizes learning as a deliberate, organized process in which individuals build their own understanding based on prior experiences. It posits that knowledge is not externally located but is actively constructed within the mind through personal experiences (Bada & Olusegun, 2015). Constructivists believe that knowledge is inherently tied to individuals, and acquiring knowledge involves students actively engaging in the learning process to derive meaning from their experiences. Simply put, active learning encompasses any instructional method that involves students in the learning process. It demands meaningful engagement from students, including interaction with peers and reflection on their activities. Active learning incorporates strategies such as problem-solving, posing and answering questions, class discussions, explaining concepts, debating, and brainstorming during lessons (Benjamin, 2019). This approach is gaining recognition as a powerful strategy for improving students’ performance in mathematics. Literature suggests that active learning reduces students’ anxiety and boosts their confidence (Cooper, 2018). It supports diverse learning styles and benefits students with varying abilities. Active learning promotes analytical thinking, encourages students to question and engage critically, and fosters collaboration, discussion, and the exchange of ideas. Moreover, it enhances metacognitive skills, critical reasoning, creativity, and problem-solving abilities. It is also linked to improved self-concept and self-efficacy among students (Mustafa, 2022). Furthermore, educators are increasingly emphasizing the emotional aspects of learning, with self-concept being a particularly significant and stable trait. Self-concept refers to an individual's perception of their thoughts, feelings, behaviors, values, and self-evaluation concerning learning or performance. Erdogan (2016) states that self-concept greatly influences crucial student behaviors such as learning motivation, persistence when faced with difficulties, and classroom participation. In mathematics, self-concept reflects how students assess their own skills, abilities, enjoyment, and interest in the subject, and it plays a vital role in their academic success. Ching (2018) found a strong positive relationship between students’ self-concept and their achievements in mathematics. Based on these perspectives, this study aims to investigate how active learning strategies and self-concept influence students’ performance in the topic of acids and bases within Lapai Local Government Area. 1.2 Statement of the Problem The core objective of any education system is to produce capable and well-performing students. To enhance academic achievement, contributions from communities, governments, parents, students, and especially teachers are crucial. Among these, the role of the teacher is irreplaceable in boosting students’ academic performance (Ching, 2018). The academic qualifications and teaching styles employed by educators significantly affect how students perform. Active learning has become a vital component of modern education and has gained global importance. Even the Ethiopian Education and Training Policy emphasizes the necessity of incorporating active learning as a primary focus of educational development. 1.3 Objective of the Study The general aim of this research is to evaluate the impact of active learning strategies and self-concept on students’ academic performance in the subject of acids and bases within Lapai Local Government Area. The specific objectives are: i. To examine the difference in retention ability between students taught acids and bases using active learning strategies and self-concept and those taught using traditional teaching methods. ii. To assess the variation in performance between students exposed to active learning strategies and self-concept and those taught conventionally. iii. To identify performance differences between male and female students taught acids and bases using active learning strategies and self-concept compared to those taught through conventional methods. 1.4 Research Questions This study is guided by the following research questions: i. Is there a difference in retention ability between students taught acids and bases using active learning strategies and self-concept and those taught using conventional methods? ii. Is there a performance difference between students taught acids and bases using active learning strategies and self-concept and those taught traditionally? iii. Is there a difference in academic performance between male and female students taught acids and bases using active learning strategies and self-concept compared to those taught through conventional means? 1.5 Research Hypotheses The hypotheses formulated for this study are: H01: There is no significant difference in retention ability between students taught acids and bases using active learning strategies and self-concept and those taught using traditional methods. H02: There is no significant performance difference between students taught acids and bases using active learning strategies and self-concept and those taught traditionally. H03: There is no significant academic performance difference between male and female students taught acids and bases using active learning strategies and self-concept and those taught through conventional teaching methods. 1.6 Significance of the Study This research will serve as a valuable resource for science teachers by encouraging a more hands-on and practical approach to teaching, along with the careful selection of suitable instructional materials and models for engaging lessons. For students, the teaching strategies adopted by science educators are crucial in sparking interest in the subject. The findings and recommendations of this study are expected to help students apply fundamental science concepts beyond the classroom environment. Additionally, this work may act as a useful reference for future researchers investigating how science education can be enhanced through experiential teaching methods. It is also hoped that the outcomes of this study will guide stakeholders in education—such as the Ministry of Education (MoE), Ghana Education Service (GES), and the Curriculum Research and Development Division (CRDD)—in making informed revisions to the Senior High School science curriculum to allow for more practical, hands-on learning activities. 1.7 Scope of the Study The study focus on the influence of active learning strategies and self-concept on students' academic performance in the topic of acids and bases within Lapai Local Government Area. Empirically, the study will examine the difference in retention ability between students taught acids and bases using active learning strategies and self-concept and those taught using traditional teaching methods, assess the variation in performance between students exposed to active learning strategies and self-concept and those taught conventionally and identify performance differences between male and female students taught acids and bases using active learning strategies and self-concept compared to those taught through conventional methods. This study is geographically confined to Lapai Local Government Area. 1.8 Limitations Of The Study As with any human endeavor, the researcher faced a few minor challenges while conducting the study. The primary constraints encountered include: Time: The researcher experienced time-related challenges, as the study had to be conducted concurrently with other academic responsibilities. These included attending lectures and fulfilling various academic obligations required during the period. Finance: The study involved significant financial expenditure. Costs were incurred in areas such as typesetting, printing, obtaining relevant materials, sourcing literature and information, as well as during the data collection phase. Availability of Materials: The researcher faced difficulties in locating sufficient literature relevant to the topic. The limited availability of scholarly materials, owing to the specificity of the subject matter, posed a constraint to the research process. 1.9 Definition of Terms Active Learning Strategies: Teaching approaches that involve activities such as reading, writing, discussions, and problem-solving, all of which aim to encourage analysis, synthesis, and critical evaluation of subject content. Self-Concept: An individual’s self-perception based on personal beliefs and external feedback, especially in relation to learning and academic performance. Students’ Performance: The assessment of students’ academic achievement across various subjects.