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Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers
Online Journal of Chemistry
| Vol 2, Issue 1
Table 2. Results by teachers on teaching andlearning methods used by chemistry teachers
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| Strongly Disagree | Disagree | Agree | Strongly Agree | ||||
|
| f | % | f | % | F | % | f | % |
| I serve as a facilitator during chemistry lessons | 3 | 12 | 5 | 20 | 10 | 40 | 7 | 28 |
| I don’t allow students to use their own initiative during chemistry lessons | 6 | 24 | 10 | 40 | 5 | 20 | 4 | 16 |
| I first demonstrate and afterwards students follow suit during chemistry lessons | 9 | 36 | 10 | 40 | 2 | 8 | 4 | 16 |
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| Teacher dominates throughout the lesson | 1 | 4 | 4 | 16 | 3 | 12 | 17 | 68 |
| Teacher uses practical activities during chemistry lessons | 5 | 20 | 3 | 12 | 2 | 8 | 15 | 60 |
Source: Field data, 2016. (Total Number of chemistry teachers=25)