Effects of Contrastive and Generative Teaching Strategy in Chemistry

Abstract

This study evaluated the effectiveness of contrastive and generative teaching strategy in teaching the concepts of the mole, stoichiometry, and molarity among third year high school students. Contrastive and generative teaching strategy refers to those instances in which an unfamiliar domain is made understandable through a more familiar domain during class discussion. This study specifically investigated the change in students’ conceptual understanding, problem-solving abilities, and attitude towards chemistry using paper and pencil tests and interview.

This study made use of quasi-experimental research design involving intact classes, with a total of 98 students, assigned as control group (n = 49) and experimental group (n = 49). The control group underwent traditional lecture method while contrastive and generative teaching strategy was used for the experimental group.

Lawson’s Classroom Test of Scientific Reasoning was used to identify the cognitive level of students selected for case studies in determining attitude change towards chemistry, conceptual understanding, and problem-solving skills. The same test was used to determine to equivalence of the two groups of students in terms of ability to learn the mole concept, stoichiometry, and molarity.