Career-Oriented Performance Tasks in Chemistry: Effects on Students' Integrated Science Process Skills

Cypriot Journal of Educational Sciences Volume 8, Issue 2 (2013) 211-226 http://www.awer-center.org/cjes/ Career-Oriented Performance Tasks in Chemistry: Effects on Students’ Integrated Science Process Skills Allen A. Espinosa*, Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University, 1000 Manila, Philippines. Sheryl Lyn C. Monterola, Division of Curriculum and Instruction, College of Education, University of the Philippines, 1101 Diliman, Quezon City, Philippines. Amelia E. Punzalan, National Institute for Science and Mathematics Education Development, University of the Philippines, 1101 Diliman, Quezon City, Philippines. Suggested Citation: Espinosa, A., A., Monterola, S., L., C, & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry: Effects on Students’ Integrated Science Process Skills. Cypriot Journal of Educational Sciences. 8(2), 211-226. Received 14 November, 2012; revised 22 January, 2013; accepted 09 May, 2013 Selection and peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu, Near East University. ©2013 Academic World Education & Research Center. All rights reserved. Abstract The study was conducted to assess the effectiveness of Career-Oriented Performance Task (COPT) approach against the traditional teaching approach (TTA) in enhancing students’ integrated science process skills. Specifically, it sought to find out if students exposed to COPT have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). Career-Oriented Performance Task (COPT) approach aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry. The study used the quasi-experimental pretest-posttest control group design. The sample of the study consisted of two (2) intact sections of first year college students in a private higher education institution in Manila who are enrolled in General Inorganic Chemistry during the Second Semester of School Year 2011-2012. Thirty nine (39) students are in the COPT class while thirty eight (38) students are in the TTA class. The instrument used in the study is the Integrated Science Process Skills Test (ISPST) to evaluate students’ integrated science process skills. The instrument was content validated by panel of experts and was pilot tested. The study found out that the mean posttest score in the Integrated Science Process Skills Test was not significantly higher for students exposed to COPT than for students exposed to TTA. The integration of career-oriented examples in chemistry was not effective in enhancing students’ integrated process skills given the limited time of intervention. Longer exposure to intervention is necessary to enhance college students’ integrated science process skills. Keywords: Career-oriented teaching, performance task, integrated science process skills; * ADDRESS FOR CORRESPONDENCE: Allen A. Espinosa, Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University, 1000 Manila, Philippines, E-mail address: allen10518@gmail.com Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. 1. Introduction 1.1. Background of the Study In the Philippines, results of the national achievement test in secondary science were reported to be 51.8% in 2007 and 57.8% in 2008. Although there has been an evident increase in students’ mastery level of six-percentage points, it is still far from the government’s target criterion level, which is 75% (Lapus, 2009). Moreover, out of 45 participating countries in the Trends in International Mathematics and Science Study (TIMSS) in 2003, the Philippines ranked 41st and 42nd in Mathematics and Science, respectively. This suggests that Filipino students are weak in terms of mastery level in mathematics and science when they graduate from high school (Martin, et al., 2004). Specifically, in Chemistry, Filipino students have 30% average correct answers in TIMSS which is way below the international average of 45% correct answers. One of the most relevant skills in science learning is student’s integrated science process skills. Valentino (2000) defined process skills as skills used to gather information about the world. Process skills are composed of broadly transferable abilities appropriate to many science disciplines and reflective of the behavior of scientists which are categorized into: basic and integrated skills (Padilla, 1990). Basic (simpler) process skills provide a foundation for learning integrated (more complex) skills. Basic process skills include observing, inferring, measuring, communicating, classifying, and predicting; whereas, integrated process skills include controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. From the experience and observations of the researcher, it appeared that Chemistry students start classes with many expectations, questions and great interest that are not sustained because they find the subject too abstract and mathematical, therefore, it requires a special way of thinking to be able to learn it. According to Carter and Brickhouse (1989), students tend to view Chemistry to be very cumulative, because one gets lost if he/she misses an idea. Other barriers to chemistry achievement are based on the instruction aspect or how the subject is taught, for example, non-implementation of inquiry-oriented teaching methods and of technology-integrated approach. A study done by Ergul, Simsekli, Calis, Ozdilek, Gocmencelebi, and Sanli (2011) have shown that the use of inquiry-based teaching methods significantly enhances students’ science process skills and scientific attitudes. Thus, it is imperative to change students’ perception about chemistry and the way the subject is taught in order to improve performance in the subject. This can be achieved by making chemistry more relevant to the students’ realm of experience and by integrating inquiry activities in the teaching of the subject. The National Academy of Science (2009) challenged chemistry teachers to connect the subject to everyday experiences through professional career development that focuses on valuable linkages to related fields. A study done by Barrow and Phillips (2002) has shown that career-oriented activities in the residential summer program of the New Experiences for Women in Science and Technology otherwise known as The NEWTON Academy, positively increased students’ interest in pursuing a career in physics, engineering and mathematics. Their experience in the summer program resulted in good performance both in their physics and mathematics classes. Moreover, House (2009) found out from his study that career-oriented classroom instructional activities do not only increase the interest in science career among students in Korea but also increased the interest in participating in daily science classes. This study proposes an intervention called Career-Oriented Performance Task (COPT), which aims to integrate career-oriented examples and inquiry-based activities in General Inorganic Chemistry to improve students’ integrated science process skills. General Inorganic Chemistry was chosen instead of other Chemistry subjects since this is a general education course, meaning, most if not all collegiate students are taking this course. At the end of the semester, 212 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. the students are not expected to remember all the concepts learned but at least they have developed or improved their integrated science process skills through the intervention. The study addressed the question: Do students exposed to COPT have higher integrated science process skills than those students exposed to TTA? 1.2. Career-Oriented Teaching of the Natural Sciences The continuous decrease in enrollment in science and engineering courses prompted science educators and researchers to conduct studies on how to increase the number of enrollees in these courses. Hill, Pettus and Hedin (2006) identified seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science-related hobbies and activities, academic self-image, science-related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability. In a study done by Weisgram (2006), middle school girls were exposed to presentations done by female scientists, hands-on science activities, and information about scientific careers. The study found out that girls, who believed more strongly in the altruistic value of scientific careers, scored higher on the self-efficacy and utility measures than their peers. Furthermore, belief in the altruistic value of science predicted interest in science. Another study done by Mason and Kahle (2006) showed that a class exposed to careeroriented intervention program had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a sciencerelated career compared to a conventional class. 1.3. Performance Task as an Assessment in Teaching the Natural Sciences Learning by doing has been the theme of science education today wherein students are presented with real life problems and students are engaged to uncover the concepts necessary to solve a problem (Dewey, 1966). Performance task may be the appropriate tool to assess Dewey’s “Learning by Doing”. Wisconsin Education Association Council or WEAC (1996) defines performance task as an assessment requiring students to demonstrate that they have mastered specific skills and competencies by performing or producing something. Moreover, the Association for Supervision and Curriculum Development or ASCD (2005) reiterated that performance-based learning represents a set of strategies for the acquisition and application of knowledge, skills and work habits through the performance of tasks that are meaningful and engaging to students. Table 1 shows the comparison between traditional instruction and performance-based learning as stated by ASCD (2005). 213 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. Table 1: Comparison between traditional instruction and performance-based learning tasks Traditional Instructional Tasks  Define  Remember  List Performance-Based Learning Tasks  Classify  Compare  Evaluate Performance task calls for assessments of the following skills/tasks (WEAC, 1996): designing and carrying out experiments; writing essays which require students to rethink, to integrate, or to apply information; working with other students to accomplish tasks; demonstrating proficiency in using a piece of equipment or a technique; building models; developing, interpreting, and using maps; making collections; writing term papers, critiques, poems, or short stories; giving speeches; playing musical instruments; participating in oral examinations; developing portfolios; and developing athletic skills or routines. Rule (2006) stated that authentic assessments such as a performance task should have the following characteristics: uses real-world problems that mimic the work of professionals; includes open-ended inquiry, thinking skills and metacognition; engages students in discourse and social learning; and empowers students to direct their own learning. Worldwide Instructional System (2005) reiterated that when developing performance tasks, the following questions should be considered: Who are the learners?; What do they need to achieve?; How will I know when they have achieved it?; and How will they get there? Different studies have been done to investigate the effectiveness of performance task in the teaching and learning process. Below are selected studies. A study done by Stahelin, Forslund, Wink, and Cho (2006) demonstrated that a biochemistry laboratory course with a project-oriented goal greatly enhanced students’ scientific reasoning and understanding of the research process. In addition, evaluation of students’ progress in the project-oriented task also indicated successful linkage of skill-building and student-directed activities even for students with no prior experience. Similarly, Albanese and Mitchell (1993) conducted a meta-analysis of six (6) studies on the effects of problem-based learning (PBL). The study established that compared with conventional instruction, PBL is more nurturing and enjoyable. Furthermore, PBL graduates performed well and sometimes better on clinical examinations and faculty evaluations; further, they are more likely to enter family medicine. Performance tasks are similar to project-oriented and problem-based approaches because students are also given a problem, which they attempt to solve by developing or creating a product. Therefore, these are good assessment strategies in the teaching and learning process. 1.4. Process Skills Science process skills are deemed equally important to achieve scientific literacy. These skills such as observation, communication, classification, measurement, inference and prediction are said to be the foundations of scientific methods. However, this should be integrated with the cognitive processes to make a substantive difference beyond that of memorization, to understanding and application of acquired knowledge leading to metacognition. It is worth noting that for science teaching to be meaningful and relevant, it must adequately reflect the nature of science, not only process-oriented but also product-oriented (Akinbobola & Afolabi, 2010). Scientific process skills include skills that every individual could use in each step of his/ 214 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. her daily life by being scientifically literate. Similarly, increase the quality and standard of life (Aktamis & Ergin, 2008). These skills have been linked to scientific creativity even before the conception of the national science education standards. The American Association for the Advancement of Science (AAAS) classified the science process skills into fifteen which includes: observing; measuring; classifying; communicating; predicting; inferring; using number; using space/time relationship; questioning; controlling variables; hypothesizing; defining operationally; formulating models; designing experiment; and interpreting data. Process skills can further be classified as to basic and integrated process skills (Ango, 1992) which foster inquiry and manipulative skills among students and discourage rote learning (Akinbobola & Afolabi, 2010). The first eight process skills are the basic science process skills, whereas the last seven are considered to be integrated science process skills. Different studies have been done to enhance students’ science process skills. Below are selected studies involving different strategies that developed science process skills. Training of individuals towards scientific literacy calls for the integration of science process skills. Developing science process skills is one of the goals of science aside from enhancing students’ self-reliance, inquisitiveness, and problem solving skills. Akinbobola and Afolabi (2010) suggested that guided discovery/ inquiry method should be used by physics teachers to improve students’ levels of science process skills acquisition. Inquiry-based learning in chemistry involved students’ application of their science process skills in posing questions, searching for explanations, testing these explanations and producing knowledge (Simsek & Kabapmar, 2010). Simsek and Kabapmar (2010) found that scientifically acceptable responses increased while diminishing the pre-instructional misconceptions about matter after subjecting students into inquiry-based learning. On the other hand, in chemistry education, the application of scientific process skills in an effective laboratory environment where teachers are prepared and students are equipped with prior knowledge had a positive linear relationship with students’ achievement (Feyzioglu, 2009). Laboratories should not only serve the aim of reinforcing theoretical knowledge, but they should also allow students to discover knowledge on their (Feyzioglu, 2009). In the laboratory, inquirybased combined with activity-based approach can be a promising teaching method since students get to do hands-on activities (Khan & Iqbar, 2011). The teacher in this approach guides the students towards exploring the scientific phenomena and choosing a set of equipment and tools to set-up well-organized experiments to reach a significant scientific conclusion or generalization (Noaparast, 2011). Further, actively engaging students with science by tapping their own potentials in an explorative manner will make them more interested and develop their positive attitudes towards science. Beaumont-Walters (2001) suggested that instead of using the didactic approach, science teaching should be taught through the use of activity-based approaches to significantly improve students’ science process skills. Mei, Kaling, Xinyi, Sing and Khoon (2007) investigated the impact of the Science Alive! programme on the process skills of students and found out that the success of this program was dependent on the strategies employed such as the use of reflection journals, activity-based learning, group collaboration, and contextualized learning. Science ALIVE! lessons are different from the didactic traditional science lessons, as they focus largely on the application of Science process skills. Hence, there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh, 2005). Learning environment is a rich source of learning experiences because of the diverse elements such as social environment and nature, which may be used for experiments (Vebrianto & Osman, 2011). Utilization of the natural environment may be a rich source of learning experiences for the students to explore. Using a variety of instructional media can assist students’ learning, thus improving their knowledge and developing their attitudes and skills in 215 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. science (Vebrianto & Osman, 2011). Although the environment is considered as an innovative learning tool that is factual and accessible, multimedia can serve as supplemental learning materials for students to acquire science process skills. In the study conducted by Vebrianto and Osman, (2011), students who were taught using the constructive teaching media had significantly improved their science process skills and achievement. Curriculum design plays an important role in the acquisition of science process skills. It should focus on acquisition of scientific knowledge through activities spent on understanding science concepts with the application of real-life events (Mei et al., 2007). In chemistry course, planning the curricula on a flexible manner is imperative so that they can include open-ended and hypothesis-based laboratory experimentation which would be a great help in the acquisition of the required process skills among students (Feyzioglu, 2009). Taylor and Corrigan (2005) reported that motivation and interest are also significant components for effective learning in science. This means that students’ recognition of the importance of their knowledge tend to show positive reports in their achievement. Being aware and having the ability to control his/ her knowledge with the option to expand is an essential aspect in the attainment of significant information (Kipnis & Hofstein, 2008). This could as well be a function of the teacher’s efforts to unravel the interest of students. In a study conducted by Saribas and Hale (2009), the development of metacognitive skills embedded within a chemistry laboratory through motivation resulted to improved science process skills among students. Aside from motivational process, peer-assisted and discovery learning laboratory environment helped a lot. If students are allowed to design the experiments, discuss every step of the experiment with their peers, inquire some problems related to the task, and get feedback from the researcher, they will surely develop their skills on identifying variables, operationally defining, and designing investigations included in science processes (Saribas & Hale, 2009). Therefore, science process skills are important in building foundations for the application of the scientific method, which are useful in daily living. Hence, it is very important that science education will develop the science process skills of students. 1.5. Conceptual Framework In light of the literatures presented, figure 1 below shows the conceptual framework of the study. The conceptual framework of the study shows how the career-oriented performance task and the traditional approach would affect students’ integrated science process skills.   Teaching Approach Career-Oriented Performance Task Traditional Integrated Science Process Skills Figure 1. Conceptual framework of the study This study aims to compare students exposed to COPT and students exposed to the traditional teaching approach in terms of their effect on students’ integrated science process skills. Bajah (2000), mentioned that process skills in science are very important in the formal presentation of science to children. There is a strong belief that children who are properly introduced to science through process skills will find the skills useful throughout life. While it is possible to easily forget science content learnt, process skills tend to remain with many 216 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. individuals. The positive result in enhancing process skills prompted the researcher to use the variable in connection to COPT. 1.6. Research Hypothesis Students exposed to career-oriented performance task (COPT) approach have higher integrated science process skills than those students exposed to the traditional teaching approach (TTA). 2. Method The study utilized a two-group pretest-posttest quasi-experimental design to examine the effectiveness of Career-Oriented Performance Tasks in Chemistry in enhancing students’ integrated science process skills. The figure below shows the research design. O1 X1 O1 O1 X2 O1 Figure 2. Research Design where: X1 - Career-Oriented Performance Task Teaching Approach X2 - Traditional Teaching Approach O1- Integrated Science Process Skill Test, which was administered before and after the intervention 2.1 The Sample The samples were two intact heterogeneous sections of seventy seven (77) first year college students of a private tertiary institution taking up General Inorganic Chemistry course. The study was conducted during the Pre-Final Grading Period of Second Semester, School Year 2011-2012. The assignment of the COPT class and the TTA class were randomly selected by tossing a coin. Section CHM1B class was assigned to be the COPT class, while section CHM1A class was assigned to be the TTA class. Thirty seven (37) students from CHM1A and thirty nine (39) students from CHM1B took the pretest, while thirty eight (38) students from CHM1A and thirty seven (37) students from CHM1B took the posttest. A total of seventy six (76) students took the pretest while seventy five (75) took the posttest. 2.2. The Instrument The original version of the Integrated Science Process Skills Test was developed by Kazeni Mungandi Monde Monica in 2005 for her dissertation entitled “Development and Validation of a Test of Integrated Science Process Skills for the Further Education and Training Learners” in the University of Pretoria, South Africa. The reliability coefficient of the original version of the ISPST is 0.81. Since the original version was developed in South Africa, the proper and common nouns used in the ISPST were names of Africans and places in that country. The researcher localized the ISPST so that the proper and common nouns will be familiar to Filipino students. The localized version of the ISPST was pilot tested to two sections of first year college students in a private tertiary institution during the second semester of School Year 2011-2012. These students were currently enrolled in an Environmental Science course. A total of seventy seven 217 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. (77) students took part in the pilot testing. After the pilot testing, an item analysis was done to determine the difficulty and discrimination indices of the localized version of the ISPST. The scores were then subjected to a statistical treatment to determine the reliability coefficient Cronbach Alpha of the instrument. The reliability coefficient was calculated to be 0.7624. This reliability coefficient is acceptable because according to Fraenkel and Wallen (1993) and Hinkle (1998) in Marasigan (2007), the acceptable values of alpha ranges from 0.70 to 1.00. 2.3. Intervention 2.3.1 Career-Oriented Performance Task Approach The COPT class utilized the usual routine in teaching and learning process namely, motivation, lesson proper, generalization, and assessment. Orientation regarding the Career-Oriented Performance Tasks that the students need to accomplish and submit at the end of each topic was done before the start of discussion. The motivation stage made use of presenting different careers or professions stipulated in the COPT in addition to the usual games, demonstrations, simulations and predict-observeexplain or POE activities. The lesson proper stage made use of cooperative or group learning, hands-on and laboratory activities, small group discussion, reflective thinking, think-aloud technique, inquiry and discovery learning to increase participation among students using researcher-made worksheets and activity sheets. The generalization stage made use of group presentations aside from the usual summary of the lesson. The assessment stage made use of the Career-Oriented Performance Task aside from the usual seatworks, quizzes and long tests. Since the COPT was given even before the discussion on a certain topic commences, students had about two weeks to accomplish the task at their free time. A separate meeting was devoted to the presentation of COPT outputs per group. This was done when the topic covered in the COPT had been discussed already. A Career-Oriented Performance Task is a researcher-made set of performance tasks, which aims to integrate career-oriented examples and inquiry-based activities in selected topics in Chemistry. The selected topics were the ones covered in the Pre-Final Grading Period of the General Inorganic Chemistry. These were Gases, Liquids, Solids Solutions and Colloids. For each topic, three different career-oriented performance tasks were prepared. The COPT has the following parts: the purpose, which is the objective or what is intended to be achieved after doing the task; the task, which focuses on the career or profession that is being connected to chemistry concepts; the addressees, which is the intended readers or viewers of the product; the setting, which is the project’s problem; the output, which is the required product in the project; and the norm which is the basis for grading the project. Example of the career presented in the COPT under the topic gases is SCUBA diving instructor. Students need to create a pamphlet manual that will explain the diving rules to prevent divers to suffer from “bends," air embolism, and oxygen toxicity. These are derived from the gas laws, such as Boyle’s, Charles’, Dalton’s, and Henry’s laws. Outputs were graded according to creativity, organization, completeness, and content. 218 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. 2.3.2 Traditional Teaching Approach The TTA class was exposed to the usual routine in teaching namely, motivation, lesson proper, generalization, and assessment. The motivation stage made use of games and demonstrations; the lesson proper stage use lecture-discussion; the generalization part involved summary of the lesson; and the assessment part focused on seatworks and quizzes. Table 3 shows a sample learning plan showing the difference between the COPT and TTA classes. Table 3 Learning plan comparison between the COPT and TTA classes on the topic gas laws COPT Motivation Prior to the start of the lesson, the COPT is already distributed and explained to the class. Activity: Kinetic Molecular Theory Song 1. Teacher plays the KMT Song while students sing along with the song. 2. Students identify the postulates of KMT as well as the properties of gases from the song. 3. Teacher flashes pictures of different professions and let students identify the different professions. He then tells the class to keep these professions in mind and at the end of the lesson they must relate these professions to the topic to be tacked. Lesson Proper Activity: Learning Stations 1. The class is divided into three groups. 2. Each group is given a worksheet for the three learning stations. 3. The task of each group is to work on each of the three learning stations and identify the relationship of the given properties of gases with each other. a. Learning Station 1: Marshmallow Madness In this learning station, students investigate the relationship of pressure and volume. b. Learning Station 2: Hot or Cold? In this learning station, students investigate the relationship of volume and temperature. c. Learning Station 3: The Amazing Soda Can In this learning station, students investigate the relationship of temperature and pressure. Concept Development: Boyle’s Law 1. Students describe what they found out in the first learning station. 2. Students realize that pressure and volume are inversely proportional. 3. Students set-up a mathematical equation for the relationship of pressure and volume. 4. Teacher posts a sample problem on Boyle’s Law. 5. Students identify the given and the required to find in the problem. 6. Students solve the problem using think-aloud technique. TTA Motivation Activity: Kinetic Molecular Theory Song 1. Teacher plays the KMT Song while students sing along with the song. 2. Students identify the postulates of KMT as well as the properties of gases from the song. Lesson Proper Concept Development: Boyle’s Law 1. Teacher shows the mathematical equation of Boyle’s Law. 2. Students realize that pressure and volume are inversely proportional. 1. Teacher posts a sample problem on Boyle’s Law. 2. Students identify the given and the required to find in the problem. 3. Teacher shows how to solve the problem. 4. Students solve several problems on Boyle’s Law. Concept Development: Charles’ Law 1. Teacher shows the mathematical equation of Charles’ Law. 2. Students realize that temperature and volume are directly proportional. 1. Teacher posts a sample problem on Charles’ Law. 2. Students identify the given and the required to find in the problem. 3. Teacher shows how to solve the problem. 4. Students solve several problems on Charles’ Law. Concept Development: Gay-Lussac’s Law 1. Teacher shows the mathematical equation of GayLussac’s Law. 2. Students realize that temperature and pressure are directly proportional. 1. Teacher posts a sample problem on Gay-Lussac’s Law. 2. Students identify the given and the required to find in the problem. 3. Teacher shows how to solve the problem. 4. Students solve several problems on Gay-Lussac’s law. Concept Development: Combined Gas Law 1. Teacher shows the equation for combined gas law as well as a problem on about it. 219 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. 7. Teacher shows the interrelatedness of pressure and volume using PhET simulation and relates it to the solved problem. 8. Students solve several problems on Boyle’s Law. Concept Development: Charles’ Law 1. Students describe what they found out in the second learning station. 2. Students realize that temperature and volume are directly proportional. 3. Students set-up a mathematical equation for the relationship of temperature and volume. 4. Teacher posts a sample problem on Charles’ Law. 5. Students identify the given and the required to find in the problem. 6. Students solve the problem using think-aloud technique. 7. Teacher shows the interrelatedness of temperature and volume using PhET simulation and relates it to the solved problem. 8. Students solve several problems on Charles’ Law. Concept Development: Gay-Lussac’s Law 1. Students describe what they found out in the third learning station. 2. Students realize that temperature and pressure are directly proportional. 3. Students set-up a mathematical equation for the relationship of temperature and pressure. 4. Teacher posts a sample problem on Gay-Lussac’s Law. 5. Students identify the given and the required to find in the problem. 6. Students solve the problem using think-aloud technique. 7. Teacher shows the interrelatedness of temperature and pressure using PhET simulation and relates it to the solved problem. 8. Students solve several problems on Gay-Lussac’s law. Concept Development: Combined Gas Law 1. Students derive the equation for the combined gas law using the mathematical relationship of the three basic gas laws, namely, Boyle’s, Charles’ and Gay-Lussac’s. 2. Teacher shows a problem on Combined Gas Law. 3. Students identify the given and the required to find in the problem. 4. Students solve the problem using the think-aloud technique. 5. Teacher shows the interrelatedness of temperature, pressure and volume using PhET simulation and relates it to the solved problem. 6. Students solve several problems on Combined Gas Law. Generalization/Synthesis 1. Using the same group, students do a mind map on the properties of gases and Gas Laws. 2. Students relate the different gas laws to the professions flashed at the beginning of the lesson. 2. Students identify the given and the required to find in the problem. 3. Teachers show how to solve the problem. 4. Students solve several problems on Combined Gas Law. Generalization/Synthesis Students enumerate the different gas laws as well as the equations for them. Assessment Board work, seatwork, quiz 220 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. 3. Students present their COPT outputs. Assessment Boardwork, seatwork. Quiz, mindmap (gas laws), careeroriented performance task 2.4 Data Collection Procedure Two intact classes were utilized in the study. One group used the Career-Oriented Performance Tasks (COPT) while the other group used the Traditional Teaching Approach (TTA). The researcher handled both classes so that the same lessons, quizzes and assignments were carried out and that the two groups differ only in the use of COPT. To ensure that there was no teacher bias, another Chemistry faculty member observed the researcher twice in the COPT class and twice in the TTA class. A total of four (4) observations were done by the observer. The observations were conducted while the two groups were discussing the same topics. Prior to treatment, pretest in Integrated Science Process Skills Test was given to both groups. One group was exposed to Career-Oriented Performance Tasks (COPT) while the other group to traditional teaching approaches. Posttest in Integrated Science Process Skills Test was given simultaneously to both groups to eliminate possible threats to validity such as place and time. 3. Findings and Discussion A two-tailed independent-samples t-test was conducted to compare the pretest scores of COPT and TTA classes on the Integrated Science Process Skill Test (ISPST). The results show that there was no significant difference in the integrated science process skills pretest scores of the COPT (M=14.6, SD= 3.01) and the TTA classes (M=13.2, SD= 3.17); t (74)=1.938, p = 0.056. These results suggest that the COPT and the TTA students’ integrated science process skills were comparable prior to intervention. Table 4. Independent Samples t-test on Integrated Science Process Skills Pretest Group N Mean SD COPT TTA 39 37 14.6 13.2 3.01 3.17 t df P 1.938 74 0.056 *p<.05 A one-tailed independent-samples t-test was conducted to compare the posttest scores of COPT and TTA students on the Integrated Science Process Skill Test (ISPST). Table 5 Independent Samples t-test on Integrated Science Process Skills Posttest Group N Mean SD COPT TTA *p<.05 37 38 16.2 15.6 5.88 4.06 t df P 0.524 73 0.301 Table 3 shows that there is no significant difference in the posttest mean scores in the ISPST of COPT (M=16.2, SD= 5.88) and TTA (M=15.6, SD=4.06), t (73)=0.524, p =0.301. This result 221 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). Career-Oriented Performance Tasks in Chemistry. Cypriot Journal of Educational Sciences. 8(2), 211-226. suggests that the integrated science process skills of students who were taught using COPT and those who were exposed to TTA are comparable even after intervention. The results contradict the study done by Ergul, Simsekli, Calis, Ozdilek, Gocmencelebi, and Sanli (2011) that the use of inquiry-based teaching methods significantly enhances students’ science process skills. Although process skills were evidently embedded in the COPT activities and in the actual teaching, there is a possibility that the one-grading period in a semester length of exposure to the intervention was not sufficient to produce significant difference in process skills between the COPT and the TTA groups. Furthermore, from informal interview with students, since the COPT outputs were not done during class hours, not all members of the group participated in accomplishing the tasks. Moreover, since its pre-final grading period, their COPT outputs were hurriedly done since they were also busy accomplishing requirements in other subjects. Also, according to the observer, the eagerness of students in doing classroom activities in the COPT class was not consistent in all the four classroom observations. During the first time he observed the class he noticed the eagerness among students but this was not sustained when he had his second observation. The decrease in the eagerness to participate in classroom activities among students could be another factor that have affected enhancement of process skills. Al-Naqbi and Tairab (2005) found out in their study about practical laboratory work that active engagement and participation of students in laboratory activities positively increase students’ acquisition of knowledge, process skills and scientific attitudes. Similarly, Dahlstrand and Coster (2011) found out that student’s level of active participation positively predicts acquisition of science process skills. These factors could have affected the acquisition of process skills among students. It is vital therefore that the length of time spent in actual implementation should be made for at least two grading periods. Moreover, COPT outputs should be done inside the classroom so that the teacher can check if everyone is doing his/her part. Similarly, classroom activities should be made more interesting, engaging and challenging to sustain interest among students. 4. Conclusion and Recommendations The integration of career-oriented examples in chemistry was not effective in enhancing students’ integrated science process skills given the limited time of intervention. Longer exposure to intervention is necessary to enhance college students’ integrated science process skills. For future researchers in chemistry education and science education, investigate the effectiveness of the COPT not only in terms of student’s integrated science process skills but also to students’ achievement, conceptual understanding, problem solving skills, decision making skills and self efficacy. In addition, improve some aspects of the implementation of CareerOriented Performance Task, such as: investigate the effects of COPT after two or three grading periods or one semester of a school year to ensure that ample time will be devoted to the application of the intervention, to test whether this will produce significant effect on integrated science process skills or not; investigate the effects of post discussion feedback on the COPT outputs right after every presentation to test whether this will produce significant effect on integrated science process skills or not; and investigate the effects of doing the COPT activity during class hours to test if this will produce significant effect on integrated science process skills or not; and investigate the effects of COPT in high school setting to test whether this will produce significant effect on integrated science process skills or not. 222 Espinosa, A., A., Monterola, S., L., C. & Punzalan, A., E. (2013). 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