The intent of this research was to analyze the perceptual experience in chemical science of 3rd twelvemonth high school pupils. This paper discussed the perceptual experiences in chemical science, chemists, chemical science occupations, chemical science experiments, chemicals and chemical industries ; assessed whether the perceptual experiences of pupils were related to gender and ethnicity ; elicited the common words associated with ‘chemistry ‘ ; and identified the beginnings of perceptual experiences of pupils. The consequences of the survey have deductions on chemical science instruction every bit good as presenting challenges to chemistry instructors.
Descriptive statistics ( e.g. frequence, per centum ) was used. Non-parametric analysis utilizing Chi-Square trial ( OpenStat by W.G. Miller, 2010 ) was besides used for the quantitative facet of the survey with degree of significance P a‰¤ 0.05.
Consequences show that bulk of the 354 pupils surveyed have positive perceptual experience towards chemical science and it had been shown that some of these positions were affected by gender and ethnicity of the pupils. With respects to the words associated with ‘chemistry ‘ , chemical ( s ) , affair, and experiment ( s ) or laboratory experiment ( s ) topped the list. While the most common beginnings of information sing chemical science were the instructors, books, the cyberspace, national/local Television studies, and magazines/periodicals.
Introduction
These coming old ages, states will hold to face several planetary concerns. The Canadian National Research Council Renewal Futures Team ( 2005 ) identified these three major concerns which include energy, the environment, and wellness and health. The function of scientific discipline and engineering in supplying remedial solutions to these concerns, hence, has ne’er been as pressingly sought in the twenty-first century. Scientists are invariably seeking alternate sustainable energy and accepting one time more the power of atomic engineering ; inventing techniques and equipment that can cut down green house gas emanations ; and planing drugs that can bring around diseases and other steps to increase nutrient production. Other than these, much more is expected from scientific discipline and engineering. With world ‘s dependance on scientific discipline and engineering, ordinary people are besides tasked to maintain up.
“ aˆ¦increasingly the twenty-first century democracy will demand scientific literacy. Ordinary people will progressively be asked to do judgements about affairs underpinned by scientific discipline cognition or technological capableness. ”
( PMSEIC, 1999 )
For a state to derive border and benefits from scientific discipline and engineering, its scientific pool must be harnessed. This nevertheless, becomes a quandary for many states because of the important lessening in figure of scientist, particularly chemist, involved in scientific research. Australia, for illustration, faces a quandary on how to accomplish the ‘knowledge state ‘ position when the agencies of holding sufficient figure of professionally trained scientists are in crisis ( Price & A ; Hill, 2004 ) . This dismaying scenario has besides been seen in the UK, US, Japan ( Price & A ; Hill, 2004 ) and across Europe ( Gavaghan, 2000 ; and Price & A ; Hill, 2004 ) . Harmonizing to the United Nations, four scientists per 10,000 are needed to keep equal criterions ( Pertierra, 2006 ) . In the Philippines nevertheless, the ratio of scientists per persons is less than two scientists per 10,000.
The paper of Price and Hill ( 2004 ) mentioned that one of the grounds in the diminution of chemical science in Australia is due to miss of general public acknowledgment which consequences to two serious effects. One is loss of relevancy of chemical science in the eyes of the general public and late realisation of the importance of chemical science instruction among pupils. The other is deficiency of information sing the being of several calling chances in chemical science. Their paper so elaborated several solutions that can be used inside the university scene.
A study of public attitudes towards chemical science and chemists was commissioned in 2000 by the American Chemical Society ( ACS ) ( Science and Engineering Indexs, 2002 ) . Their findings show that 11 % of the respondents associate the word ‘science ‘ to chemistry and those with higher degrees of instruction and income were more likely to advert chemical science. When asked about the perceptual experience of the chemical industry, tierce of the respondents had negative sentiment about chemical companies and ranked last among 10 industries. Respondents who expressed positive attitudes toward the chemical industry were those who had college grades and/or family incomes transcending $ 60,000, Caucasians, those who are non concerned about the effects of chemicals on human wellness and safety, and those who thought chemicals had made their lives better. Three out of five respondents felt that chemicals make their lives better and the remaining is a split between those who were impersonal and those who felt that chemical make their lives worse. As a calling, the populace responded positively toward chemical science as a profession.
Wells ( 2003 ) developed a valid and dependable instrument to measure chemical science perceptual experiences. He used the word perceptual experience as a more general term, therefore, specifying perceptual experience as an attitude, position, belief, or sentiment, which was besides the context used in this current survey. One of the factors Wells considered in the development of his instrument was ethnicity based on the fact that the figure of Blacks and Hispanics involved in the physical scientific disciplines are low. A common perceptual experience that exists is that White persons and Asians have particular ability advantage in the scientific disciplines over Blacks and Hispanics. Gender was besides considered because it is good accepted that adult females are underrepresented in chemical science, work forces were four times every bit likely to major in chemical science and natural philosophies, than were adult females.
The work of Andersen and Nielsen ( 2003 ) revealed that the attitudes between Danish male childs and misss with respects to chemistry and natural philosophies vary. Girls like chemical science better than natural philosophies, while male childs like both topics. In add-on, misss see more grounds for larning chemical science and happen chemical science indispensable for their higher instruction than male childs. However, their survey showed that the accomplishment of misss in chemical science is merely a small better compared to natural philosophies, therefore, the positive attitude of misss toward chemical science can non be attributed to achievement. They suggested that the differences lie in schoolroom civilization and the instructor ‘s attitude, learning manner and gender.
In the Philippines, Talisayon et Al. ( 2006 ) showed that more than 90 % of pupils have positive science-related involvements and experiences. Further, gender differences in sentiment were shown, in favour of misss, about Science and Technology. However, local surveies specifically on chemical science perceptual experiences of pupils are still limited.
Knowing the perceptual experience of secondary pupils in chemical science is utile in planing schemes in uplifting or keeping positive attitudes. The survey will be utile on how chemistry instruction in general can assist pass on the priceless function of chemical science in day-to-day life, non to advert its portion in turn toing the planetary major concerns in the following few old ages.
This paper aimed to find the perceptual experience in chemical science of secondary pupils in Isabela City, Basilan, Philippines. Specifically, the survey aimed to:
discuss perceptual experiences in chemical science, chemists, chemical science occupations, chemical science experiments, chemicals and chemical industries ;
buttocks whether the perceptual experience of pupils are related to gender and ethnicity ;
arouse the common words associated with ‘chemistry ‘ ; and
place the beginnings of perceptual experiences of pupils.
Methodology
2.1 The Sample
The respondents were 3rd twelvemonth high school pupils at two schools in Isabela City, Basilan SY 2009-2010. The entire figure of 3rd twelvemonth high school pupils at both schools was 1,319 in which each category consisted of 40 to 60 pupils. There were 21 and three 3rd twelvemonth category subdivisions at School A and School B, severally. The pupils in School A were grouped by category subdivisions based on the general weighted class they obtained from their old 2nd twelvemonth high school accomplishment ( i.e. subdivision one category is composed of pupils with highest general weighted class in 2nd twelvemonth high school, followed by subdivision two category, and so on ) while pupils at School B were non grouped harmonizing to their old 2nd twelvemonth high school class.
Using Slovin ‘s Formula ( Equation 1 ) , the sample size had been determined to be at least 307 at vitamin E = 0.05.
Equation 1:
Where n = sample size ; N = population size ; and e = border of mistake. For this peculiar survey, the sample size used was 354. The age of bulk of respondents ranged from 14 to 15 old ages old although there were really few pupils with age making 18 old ages old. The categorization of respondents is shown in Table 1.
Table 1. Entire figure and categorization of respondents
No. of Respondents
%
Entire Respondents
354
27
Entire No. of 3rdYr HS Students
1319
a. School A
1171
B. School B
148
1. Respondents Based on School
a. Sc. A/ % Resp. in Sc. Angstrom
292 ( 25 % )
82
b. Sc. B/ % Resp. in Sc. B
62 ( 42 % )
18
2. Respondents Based on Gender
a. Male
145
41
B. Female
209
59
3. Respondents Based on Ethnicity
a. Chabacano
145
41
b. Tausog
105
30
c. Bisaya
45
13
d. Yakan
45
13
e. Others ( Samal, Maranao,
Ilonggo, Tagalog, Maguindanao )
14
4
The Instrument
A Chemistry Perception Survey Questionnaire developed by the research worker was used in this survey. This questionnaire had been reviewed by six ( 6 ) teacher-colleagues at the Chemistry Department, College of Science and Mathematics, Western Mindanao State University, Zamboanga City and evaluated based on lucidity and relevancy among others.
The questionnaire consisted of two parts: the first portion contained inquiries about personal informations of respondents like name, age, gender, and cultural folk. The first portion of the questionnaire was followed by 16 inquiries refering to perceptual experiences in Chemistry ( 3 sub-items ) , Chemistry and Society ( 2 sub-items ) , Chemists ( 3 sub-items ) , Chemistry Jobs ( 1 sub-item ) , Chemistry Experiments ( 2 sub-items ) , Chemicals and Chemical Industries ( 4 sub-items ) , and Leisure Interest in Chemistry ( 1 sub-item ) , which were all answerable by yes or no. Students were asked to look into the appropriate column for their response so an elaboration/ enlargement column was provided for their short account of their response. The way indicated that their replies may be written in English, Filipino, or the local idioms Chabacano or Bisaya. The points in portion 1 have been developed in support for portion 2 of the questionnaire.
Part 2 of the questionnaire started with a inquiry inquiring pupils to provide a word associated with Chemistry. The majority of portion 2 included perceptual experience in: Chemistry ( 6 sub-items ) , Chemistry and Society ( 4 sub-items ) , Chemists ( 4 sub-items ) , Chemistry Jobs ( 4 sub-items ) , Chemistry Experiments ( 4 sub-items ) , Chemicals and Chemical Industries ( 5 sub-items ) , and Leisure Interest in Chemistry ( 4 sub-items ) . Each respondent was asked to look into one appropriate column: strongly hold, hold, differ, or strongly differ on 31 points. Last, the questionnaire included inquiry on the beginnings of information with respects to chemistry, chemists, chemicals, and chemical industries.
Behavior of Survey
For each school, a random trying utilizing integral categories was utilised. For each category, the research worker explained the waies, read the inquiries and points from the questionnaire, and translated bulk of the points largely in Filipino and on occasion in Chabacano and Bisaya. All replies of pupils were entered into by pupils on the provided questionnaire. The continuance for the study in each category was about 30 proceedingss. The School A study was done on January 29, 2010 while the School B study was done on February 2, 2010.
Analysis of Datas
Descriptive statistics ( e.g. frequence, per centum ) was used. Non-parametric analysis utilizing Chi-Square trial ( OpenStat by W.G. Miller, 2010 ) was besides used for the quantitative facet of the survey with degree of significance P a‰¤ 0.05.
RESULTS AND DISCUSSION
The survey explored the perceptual experiences of pupils in chemical science and related these to gender and ethnicity. The survey besides elicited words associated with chemical science and identified beginnings of these perceptual experiences.
Percepts in Chemistry
For the first portion of the survey, the perceptual experiences of pupils on different facets of chemical science were determined. Based on the consequences ( see Table 2 ) , bulk of the pupils indicated positive responses on 13 out of the 16 question-items. It is deserving observing that 90 % of the pupils indicated that they know what chemical science is, 86 % responded that they like chemical science, and 86 % besides responded that they like chemical science research lab experiments. But for points 15 and 16, bulk answered negatively while in point 7, a little more than half answered negatively. Majority of the pupils does non cognize illustrations of chemical industries ( 60 % ) and have ne’er visited a chemical science web site ( 82 % ) ; and a little more than half of the pupils do non cognize a local chemist ( 53 % ) .
Table 2. Percentage respondents for portion 1
No.
Questions
% Response
Yes
No
1
Make you cognize what chemical science is?
90
10
2
Make you cognize the importance of chemical science?
73
27
3
Do you like chemical science?
86
14
4
Are there benefits we can acquire from chemical science?
77
23
5
Does chemistry work out jobs?
77
23
6
Make you cognize what a chemist is?
69
31
7
Make you cognize person ( local ) who is a chemist?
47
53
8
Make you cognize a celebrated chemist ( national or international ) ?
57
43
9
Make you cognize the occupations of a chemist?
74
26
10
Have you performed any chemical science research lab experiments?
80
20
11
Do you like chemical science research lab experiments?
86
14
12
Make you cognize what a chemical is?
66
34
13
Make you cognize the importance of chemicals?
60
40
14
Make you cognize where chemicals can be found?
74
26
15
Make you cognize some illustrations of chemical industries?
40
60
16
Have you of all time visited a chemical science web site?
18
82
It is non surprising that many pupils were non able to give illustrations of chemical industries and do non cognize any local chemist since the metropolis is non known for the being of large chemical workss and industries or larning or research establishments wherein chemists are expected to work. A great bulk ( 82 % ) besides responded that they have ne’er visited a chemical science web site due to many grounds: limited or no internet connectivity at place and school ; pupils are non familiar with the computing machine, cyberspace and/or the chemical science web site ; they were non told by the instructors to utilize the cyberspace ; and they are non interested in sing the site.
Percepts Related to Gender
One of the aims of the survey was besides to find if perceptual experiences of pupils in chemical science was related to gender. Table 3a shows the four points shown to hold significantly different responses between males and females based on portion 1 of the questionnaire. Females responded significantly higher than males. More females ( 81 % ) agree that chemical science solves jobs than males ( 72 % ) ; cognize a celebrated chemist ( 63 % females vs. 48 % males ) ; cognize the occupation of a chemist ( 78 % females vs. 68 % males ) ; and cognize where chemicals can be found ( 79 % females vs. 67 % males ) . The remainder of the points did non demo any important differences in the responses of males and females.
Table 3a. Items demoing important differences
between male vs. female pupils for portion 1
No.
Questions
Gender
% Response
Yes
NO
About Chemistry
5
Does chemistry work out jobs?
Meter
72
28
F
81
19
About Chemists
8
Make you cognize a celebrated chemist?
Meter
48
52
F
63
37
About Chemistry Jobs
9
Make you cognize the occupations of a chemist?
Meter
68
32
F
78
22
About Chemicals and Chemical Industries
14
Make you cognize where chemicals can be found?
Meter
67
33
F
79
21
The responses of males vs. females were besides compared for portion 2 of the questionnaire. Majority of the pupils responded positively on all 31 points but 9 points showed important differences in the responses between males and females. These include point Numberss 8, 11, 12, 16, 17, 18, 21, 22, and 28 ( see Table 3b ) .
Table 3b shows the same tendency with portion 1, more females responded positively than males. More females ( 96 % ) position that chemical science helps happen new beginnings of energy than males ( 90 % ) ; more females believe that chemists are flexible in their thoughts ( 94 % females vs. 86 % males ) and are friendly ( 86 % females vs. 75 % males ) ; chemical science occupations are interesting ( 97 % females vs. 91 % males ) , exciting ( 96 % females vs. 88 % males ) , and fulfilling ( 94 % females vs. 86 % males ) ; chemical science experiments are exciting ( 97 % females vs. 90 % males ) and fulfilling ( 95 % females vs. 85 % males ) ; and chemistry mystifiers and trifles are exciting ( 94 % females vs. 86 % males ) .
These positive sentiments sing chemical science facets in favour of females may someway be in understanding with the consequences obtained by Andersen and Nielsen ( 2003 ) and Talisayon et Al. ( 2006 ) . However, the implicit in factors taking to these observations must still be examined.
Percepts Related to Ethnicity
Another aim of the survey was to find if ethnicity plays a function in the perceptual experience of pupils in chemical science. Table 4a shows points bespeaking important differences based on ethnicity for portion 1.
Table 3b. Items demoing important differences
between male vs. female pupils for portion 2
Item
Gender
% Res.
A
Calciferol
About Chemistry and Society
8. Chemistry helps us happen new energy beginnings.
Meter
90
10
F
96
4
11. Chemists are flexible in their thoughts.
Meter
86
14
F
94
6
12. Chemists are friendly.
Meter
75
25
F
86
14
About Chemistry Jobs
16. Chemistry occupations are interesting.
Meter
91
9
F
97
3
17. Chemistry occupations are exciting.
Meter
88
12
F
96
4
18. Chemistry occupations are fulfilling.
Meter
86
14
F
94
6
About Chemistry Experiments
21. Chemistry experiments are exciting.
Meter
90
10
F
97
3
22. Chemistry experiments are fulfilling.
Meter
85
15
F
95
5
About Leisure Interest in Chemistry
28. Chemistry mystifiers and trifles are exciting.
Meter
86
14
F
94
6
A – Agree ; D – Disagree
Table 4a. Items demoing important differences
among pupils based on ethnicity for portion 1
Item
Response
% Respondents
C
Thymine
Bacillus
Yttrium
Oxygen
1
Yes
96
87
84
84
93
No
4
13
16
16
7
2
Yes
84
68
76
56
71
No
16
32
24
44
29
5*
Yes
86
67
80
76
100
No
14
33
20
24
0
6
Yes
79
63
64
56
71
No
21
37
36
44
29
10
Yes
87
80
78
58
86
No
13
20
22
42
14
11*
Yes
91
85
89
71
100
No
9
15
11
29
0
Table 4a. Items demoing important differences among pupils based on ethnicity for portion 1 ( cont ‘d )
Item
Response
% Respondents
C
Thymine
Bacillus
Yttrium
Oxygen
12
Yes
71
65
69
44
86
No
29
35
31
56
14
13
Yes
66
54
62
42
79
No
34
46
38
58
21
14
Yes
79
69
82
56
71
No
21
31
18
44
29
C – Chabacano ; T – Tausog ; B – Bisaya ; Y – Yakan
O – Others ( Ilonggo, Maranao, Samal, Tagalog, Maguindanao )
* X2critical ( df=3 ) =7.815 & A ; the remainder X2critical ( df=4 ) =9.488.
Table 4b. Chi-square consequences for portion 1 based on ethnicity at X2critical ( df = 1 ; I± = 0.05 ) = 3.841
No.
C/T
C/B
C/Y
C/O
T/B
T/Y
T/O
B/Y
B/O
Y/O
About Chemistry
1
6.997
7.024
7.024
0.274
0.129
0.129
0.430
0.000
0.645
0.645
2
9.441
1.722
16.023
1.463
0.945
1.990
0.082
3.986
0.096
1.115
About Chemistry and Society
5
12.450
0.786
2.433
Sodium
2.702
1.171
Sodium
0.257
Sodium
Sodium
About Chemists
6
7.506
3.707
9.304
0.385
0.034
0.704
0.393
0.741
0.232
1.115
About Chemistry Experiments
10
2.155
2.208
18.199
0.016
0.095
7.955
0.259
12.554
0.415
3.635
11
2.337
0.184
11.541
Sodium
0.446
3.764
Sodium
4.444
Sodium
Sodium
About Chemicals and Chemical Industries
12
1.109
0.076
10.636
1.375
0.239
5.362
2.461
5.475
1.529
7.327
13
3.645
0.241
8.269
0.887
0.808
1.834
2.975
3.607
1.274
5.645
14
3.229
0.273
9.304
0.385
2.455
2.336
0.047
7.465
0.768
1.115
C – Chabacano ; T – Tausog ; B – Bisaya ; Y – Yakan ; O – Others ( Ilonggo, Maranao, Samal, Tagalog, Maguindanao )
Bold chi-square values indicate important difference at I±=0.05 ; NA – non applicable
Consequences show that the responses of pupils grouped harmonizing to ethnicity gave important differences with regard to 9 out 16 points in portion 1. These question-items are listed below:
No. Question
1. Make you cognize what chemical science is?
2. Make you cognize the importance of chemical science?
5. Department of energies chemistry solves jobs?
6. Make you cognize what a chemist is?
10. Have you performed any chemical science research lab experiments?
11. Make you like chemical science research lab experiments?
12. Make you cognize what a chemical is?
13. Make you cognize the importance of chemicals?
14. Make you cognize where chemicals can be found?
Further analysis of points demoing important difference with regard to ethnicity led to Postpone 4b. Here we can see which among the cultural folk show important difference based on the 9 points mentioned above.
Interestingly, Chabacanos and Yakans gave 8 of the points significantly different responses. This was followed by Bisaya compared with Yakans holding 5 significantly different responses in portion 2. Perceptibly, Other cultural folks did non demo any important different response compared with Chabacanos, Bisaya, and Tausogs. Furthermore, the response of Tausogs was non different with Bisaya. With respects to portion 1 point 1 in Table 4b, the response of Chabacanos was different from Tausogs, Bisaya, and Yakans ; for point 2, the response of Chabacanos was different from Tausogs and Yakans, while the response of Bisaya was different from Yakans ; for point 5, the response of Chabacanos was different from Tausogs ; for point 6, the response of Chabacanos was different from Tausogs and Yakans ; for point
10, the response of Yakans was different from Chabacanos, Tausogs, and Bisaya ; for point 11, the response of Yakans was different from Chabacanos and Bisaya ; for point 12, the response of Yakans was different from Chabacanos, Tausogs, Bisaya, and other folks ; for point 13, the response of Yakans was different from Chabacanos and Other folks ; and for point 14, the response of Yakans was different from Chabacanos and Bisaya.
The response of pupils on portion 2 of the questionnaire based on ethnicity was besides compared as shown in Table 5a. Notice that merely two cultural folks ( Chabacanos and Tausogs ) were included in the analysis while, the remainder were lumped as others. The pick on Strongly Agree was besides collapsed with Agree while, Strongly Disagree was collapsed with Disagree.
Table 5a. Items demoing important differences
among pupils based on ethnicity for portion 2
Item
% Respondents
C
Thymine
Oxygen
A
Calciferol
A
Calciferol
A
Calciferol
2. Chemistry is an active, germinating scientific discipline.
99
1
95
5
91
9
7. Chemistry helps us prevent and dainty diseases.
89
1
82
18
97
3
21. Chemistry experiments are exciting.
97
3
96
4
89
11
26. Chemicals industries throw their wastes decently.
64
36
82
18
63
37
31. Narratives with Chemistry accounts are gratifying.
72
28
88
12
86
14
C – Chabacano ; T – Tausog ; Others – Bisaya, Yakan, Ilonggo, Maranao, Samal, Tagalog, Maguindanao
A – Agree ; D – Disagree
Table 5a shows that 5 points ( 2, 7, 21, 26, and 31 ) indicated important difference with regard to ethnicity. Further analysis shows where the specific difference lies as can be seen in Table 5b.
Table 5b. Chi-square consequences for portion 2 based
on ethnicity at X2critical ( df=1 ; I±=0.05 ) =3.841
No.
Item
C/T
C/O
T/O
About Chemistry
2. Chemistry is an active, germinating scientific discipline.
4.311
9.965
1.266
About Chemistry and Society
7. Chemistry helps us prevent and dainty diseases.
2.522
5.707
12.835
About Chemistry Experiments
21. Chemistry experiments are exciting.
0.026
5.187
3.582
About Chemicals and Chemical Industries
26. Chemicals industries throw their wastes decently.
9.454
0.012
8.960
About Leisure Interest in Chemistry
31. Narratives with Chemistry accounts are gratifying.
9.086
6.667
0.188
C – Chabacano ; T – Tausog ; Others – Bisaya, Yakan,
Ilonggo, Maranao, Samal, Tagalog, Maguindanao
Bold chi-square values indicate important difference at I±=0.05.
The Chabacanos responded significantly different compared with Tausogs with respects to points 2, 26, and 31. Using both Table 5a and Table 5b, it shows that more of the Chabacanos ( 99 % ) believe that ‘chemistry is an active, germinating scientific discipline ‘ compared with Tausogs ( 95 % ) ; but more Tausogs ( 82 % ) believe that ‘chemical industries throw their wastes decently ‘ than Chabacanos ( 64 % ) ; and besides more Tausogs ( 88 % ) believe that ‘stories with chemical science accounts are gratifying ‘ than Chabacanos ( 72 % ) . Consequences besides show that Chabacanos responded otherwise compared with other cultural folks with respects to points 2, 7, and 21, while the Tausogs responded otherwise compared with others with respects to points 7 and 26.
Word ( s ) Associated With ‘Chemistry ‘
Another aim of the survey was to arouse word associated with ‘chemistry ‘ . Consequences show that the top words associated with chemical science were: chemical ( s ) ( 27 % ) , affair ( 12 % ) , experiment ( s ) or laboratory experiment ( s ) ( 9 % ) , and component ( s ) ( 7 % ) . It is deserving observing that a high per centum ( 22 % ) of pupils were non able to provide any word associated with chemical science although based on their response on portion 1 of the questionnaire, bulk ( 90 % ) answered they know what chemical science is. It was besides observed that some pupils supplied more than one word associated with chemical science. For illustration, some pupils wrote both the words chemist and affair and so for this instance, the first word associated with chemical science was the 1 noted ( i.e. chemist ) . Other than this, linking words were besides given ( e.g. research lab experiments, chemical science instructor ) and for this instance, they were noted as is. A sum-up of their replies is shown in Table 6.
Table 6. Word ( s ) associated with ‘Chemistry ‘
Associated Word ( s )
%
Rank
chemical ( s )
27
1
no reply given
22
2
affair
12
3
experiment ( s ) , laboratory experiment ( s )
9
4
component ( s )
7
5
interesting, exciting
3
6
hard, hard
2
7
others ( e.g.chemist ( s ) , scientific discipline, happy,
inventing, substance, atom ( s ) , etc. whereeach word obtained a‰¤ 1 % )
22
8
Entire
100
Beginnings of Percepts in Chemistry
With respects to the beginnings on positions in chemical science, chemists, chemicals, and chemical industries, instructors topped the list ( 87 % ) . This was followed by books ( 82 % ) , the cyberspace ( 77 % ) , national/local Television studies ( 50 % ) , magazines/periodicals ( 42 % ) , and the remainder are shown in Table 7.
Table 7. Beginnings of chemical science perceptual experiences
Beginning
%
Rank
Teachers
87
1
Books
82
2
Internet
77
3
National/Local Television Reports
50
4
Magazines/Periodicals
42
5
Newspaper
38
6
Table 7. Beginnings of chemical science perceptual experiences ( cont ‘d )
Beginning
%
Rank
Friends/Other Peoples
28
7
Radio
18
8
Others ( household, research labs, nature,
school, relations, postings, nutrient,
environment, chemist )
13
9
The per centum of pupils who answered that the cyberspace is one of their beginnings of information about chemical science is high ( 77 % ) yet based on their old response, 82 % of them have ne’er visited a chemical science web site. This may be the instance since as noted earlier some pupils are non cognizant what a chemical science web site is and are non cognizant of its utility.
Summary and Conclusion
Majority of the pupils have positive chemical science perceptual experiences. Majority know what chemical science is, like chemical science, and like chemical science research lab experiments. However, bulk besides of the pupils does non cognize illustrations of chemical industries and have ne’er visited a chemical science web site ; and a little more than half of the pupils do non cognize a local chemist.
More females responded significantly higher than males: more females agree that chemical science solves jobs, know a celebrated chemist, know the occupation of a chemist, and cognize where chemicals can be found than males. In add-on, females view that chemical science helps happen new beginnings of energy, believe that chemists are flexible in their thoughts and are friendly ; hold that chemical science occupations are interesting, exciting, and satisfying ; agree that chemical science experiments are exciting and fulfilling ; and believe that chemical science mystifiers and trifles are exciting, more than what males perceive.
Some responses of pupils have besides been shown to change based on ethnicity. Chabacanos and Tausogs have more different responses compared with other folks while, the Tausogs and Bisaya showed no difference in their responses. More Chabacanos believe that ‘chemistry is an active, germinating scientific discipline ‘ compared with Tausogs ; but more Tausogs believe that ‘chemical industries throw their wastes decently ‘ than Chabacanos ; and besides more Tausogs believe that ‘stories with chemical science accounts are gratifying ‘ than Chabacanos.
The top words associated with chemical science were chemical ( s ) , affair, experiment ( s ) or laboratory experiment ( s ) , and component ( s ) . However, a figure of pupils were non able to provide any word associated with chemical science.
Last, the chief beginnings on positions in chemical science, chemists, chemicals, and chemical industries of pupils were the instructors, books, the cyberspace, national/local Television studies, and magazines/periodicals.
In visible radiation of the foregoing survey, we as chemical science instructors are hence, being affirmed in our function as facilitators of acquisition. However, there is a large challenge in turn toing the large cognition spread in andA among our pupils. The consequences seem to alarm us to follow cardinal considerations to better the predicament of chemical science instruction – be more receptive in updating our content cognition and accomplishments in chemical science, guarantee quality of books and other reading stuffs we recommend in category, explore effectual instruction schemes, and acknowledge gender and cultural disparities of pupils on some chemical science perceptual experiences and see these for pupils to break appreciate and relate in chemical science.
