Effect of a Hands-On Chemistry Intervention on the behavioural and effective attitudes of learners from low socio-economic high schools

Abstract

This research focused on the effect that three easily accessible, cost-effective, and hands-on chemistry experiments which are aligned to Curriculum Assessment Policy Statements (CAPS), had on Grade 9 learners from low socio-economic high schools. These experiments were conducted in an after-school science club format at two quintile-1 high schools situated in Gqeberha, South Africa. The learners' behavioural and affective attitudes were examined using group interviews (n = 6) and a survey (n = 61). The findings from this study showed that learners wanted to share knowledge with their peers and community after learning new scientific skills at the science-club. Learners also recognized the economic and practical importance of science related careers. Responses revealed that learners lose interest if the science does not actively connect or engage with their current circumstances. This study also showed that learners were further motivated to pursue studies in Physical Science in Grades 10 to 12.