Enriching Students’ Cognitive Engagement and Higher-Order Thinking Skills (HOTS) in Endothermic and Exothermic Reactions Using Smart Pedagogy

Victor Oluwatosin Ajayi; Bibiana Mwuese Penda; Rachael Folake Ameh; George Patience Chinasa

doi:10.58905/jse.v6i1.636

Authors

Victor Oluwatosin Ajayi Department of Chemistry Education, Kwara State University of Education Ilorin, Kwara State, Nigeria
Bibiana Mwuese Penda Department of Science Education, Federal University Lokoja, Kogi State, Nigeria
Rachael Folake Ameh Department of Science Education, Federal University Lokoja, Kogi State, Nigeria
George Patience Chinasa Department of Science Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

DOI:

https://doi.org/10.58905/jse.v6i1.636

Keywords:

Smart Pedagogy, Students’ Cognitive engagement, Higher-Order Thinking Skills (HOTS) Level, Endothermic and Exothermic Reactions

Abstract

Smart pedagogy involves using innovative, technology-supported teaching strategies to create adaptable, personalized, and efficient learning experiences. The study investigated whether smart pedagogy, such as blended reality (BR) and virtual reality (VR) learning approaches, could enrich students’ cognitive engagement and higher-order thinking skills (HOTS) in the context of endothermic and exothermic reactions. A quasi-experimental non-randomized pre-test, post-test control group research design was adopted in this study. The instrument used for data collection are Endothermic and Exothermic Cognitive engagement Scale (EECES) and Endothermic and Exothermic Higher-Order Thinking Skills Test (EEHOTST) are the instruments used for data collection. RES and RHOTST were validated and trial-tested, which yielded reliability values of 0.87 and 0.92 using Cronbach's Alpha and Kuder-Richardson (KR-21) formula, respectively. 5543 SS2 students offering chemistry in senior secondary schools in Dekina LGA Kogi State, Nigeria was the population of the study. Multi-stage sampling techniques were used to select 156 SS2 students drawn from 6 schools in Dekina LGA. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores, while the null hypotheses were tested using Analysis of Covariance. It was established among others that there was a significant difference in the mean cognitive engagement ratings and HOTS scores of students taught endothermic and exothermic reactions using the BR learning approach, VR learning approach, and conventional discussion method [F_{2, 155}=1505.004, P<0.05] [F_{2, 155}=139.001, P<0.05] respectively. It was recommended that chemistry teachers should be encouraged to use smart pedagogy, such as blended reality (BR) and virtual reality (VR) learning approaches, to enrich students’ cognitive engagement and HOTS level in endothermic and exothermic reactions.

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