The study determines the effects of Nursing Chemistry Context-Based Instruction (NCCI) on nursing students’ achievement and attitude towards Biochemistry.
A one group pretest-posttest design was utilized in this study. One class of freshmen nursing students served
as research participants. The group was exposed to the Nursing Chemistry Context-Based Instruction (NCCI). Research data were gathered through the researcher-made Chemistry Achievement Tests (CAT) and the adapted Attitude towards Chemistry Inventory (ACI).
The mean scores in the chemistry tests of the students improved after the discussion of the four topics – amino acid and peptide, protein, enzymes, and lipids. There was a significant difference between the pretest and posttest mean scores for all the Chemistry Achievement Tests.
There was an improvement in the mean scores of the students in the ACI on the following subscales: Interest and Utility, Intellectual Accessibility, Fear and Emotional Satisfaction. The change in mean scores implied that the students may have developed more interest, more satisfaction, and less fear of chemistry. The only mean score that did not change was for the subscale anxiety. The anxiety level remained the same even after contextualization.
The group described NCCI as “relevant to major nursing subjects”. Thus, the subject was viewed as beneficial, interesting, and non-threatening.