scholarly journals Effect of Hands-on Activities on Achievement and Retention of Senior Secondary Chemistry Students in Stoichiometry

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi ◽  
Josiah Ogbeba
Keyword(s):  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Secondary Chemistry ◽  
Chemistry Students ◽  
Moment Coefficient ◽  
Hands On ◽  
Quasi Experimental ◽  
Research Questions ◽  
Level Of Significance ◽  
Senior Secondary

Abstract The research was on the effect of hands-on activities on achievement and retention of senior secondary chemistry students in stoichiometry. A sample of 292 students from eight purposively selected secondary schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study. The study adopted quasi-experimental research design. The instrument used for data collection was Stoichiometry Achievement Test (SAT) with the reliability value of 0.92 using Pearson Product Moment Coefficient. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that students taught stoichiometry using hands-on activities had significantly higher mean achievement scores than those taught using demonstration method (F=555.374, P(0.0001<0.05) and students taught stoichiometry using hands-on activities had significantly higher mean retention scores than those taught using demonstration method (F=117.523, P(0.0001<0.05). It was recommended that since hands-on activities method was found to be an effective method for improving students’ achievement and retention in stoichiometry; Chemistry teacher’s trainee should be trained on the use of hands-on activities and serving teachers should be encourage to use it.

scholarly journals Effect of Hands-on Activity-Based Method on Interest of Senior Secondary Students in Organic Chemistry

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Organic Chemistry ◽  
Secondary Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Secondary Chemistry ◽  
Chemistry Students ◽  
Hands On ◽  
Quasi Experimental ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effect of hands-on activity-based method on interest of senior secondary chemistry students in organic chemistry. The study adopted a quasi-experimental design. A sample of 184 students from four purposively selected secondary schools out of a population of 2,381 SS II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The experimental group was taught organic chemistry using hands-on activity-based method while the control group was taught using discussion method. Two research questions and two hypotheses guided the study. A validated 25-item Organic Chemistry Interest Inventory (OCII) was the instrument used to collect data. Reliability coefficients of 0.84 were established using Cronbach Alpha. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results indicated that students taught using hands-on activity-based had significantly higher mean interest scores than those taught using discussion method (F=387.370, P(0.0001<0.05). Male and female students in hands-on activity-based group did not differ significantly in mean interest scores (F= 117.523, P(0.101>0.05). It was recommended that teachers should be encouraged to adopt hands-on activity-based method in teaching organic chemistry to enhance students’ interest in organic chemistry.

scholarly journals Effect of Gender on Senior Secondary Chemistry Students' Achievement in Stoichiometry using Hands-on Activities

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Pearson Correlation ◽  
Female Students ◽  
Analysis Of Covariance ◽  
Achievement Scores ◽  
Secondary Chemistry ◽  
Male And Female ◽  
Significant Difference ◽  
Hands On ◽  
The Mean ◽  
Research Questions

The study examined the effect of gender on students’ achievement in stoichiometry using hands-on activities. A sample of 292 students from eight purposively selected secondary schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study. The study adopted a quasi-experimental research design. Stoichiometry Achievement Test (SAT) was used for data collection. Reliability coefficient of 0.92 was established using Pearson correlation moment coefficient. Two research questions and two hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). The study revealed that there is no significant difference in the mean achievement scores between male and female students taught stoichiometry using hands-on activities; (F(1, 145) = 4.160, p>0.05). It also found no significant interaction effect between methods and gender on the mean achievement scores of students in stoichiometry; (F(1, 291) = 0.11, p>0.05). It was recommended among others that since hands-on activities method is not gender sensitive therefore both male and female students should be involved in hands-on activities to enhance their achievement in stoichiometry.

scholarly journals Students’ Perception of Chemistry Teachers’ Characteristics of Interest, Attitude and Subject Mastery in the Teaching of Chemistry in Senior Secondary Schools

2017 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Test Statistic ◽  
Chemistry Students ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary ◽  
Descriptive Survey

This research determined students’ perception of teachers’ characteristics of interest, attitude and subject mastery as required in the teaching of chemistry in senior secondary schools in Abakaliki Education Zone of Ebonyi State. The study made use of a descriptive survey design. The population of the study comprised all the chemistry students in all public secondary schools in Abakaliki Education Zone. From a total population of six hundred and thirty (630) senior secondary II students, a sample of three hundred (300) students was used for the study selected by stratified random sampling technique. This was based on the four local government areas in the Education zone. A structured questionnaire in a four point Likert type format was used for data collection. The instrument had a reliability coefficient of 0.88, which showed a high internal consistency. Three research questions and one hypothesis guided the study. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the lone null hypothesis. Results of the study indicated that students perceived to a high extent; teachers’ interest, attitude towards chemistry and mastery of the subject as necessary characteristics in the teaching of chemistry. The hypothesis tested at 0.05 level of significance was not significant. Based on the results of the study and the educational implications of the results, recommendations were made.

Effect of Cooperative Learning Strategy on Students’ Achievement in Secondary School Chemistry.

2019 ◽  
pp. 165-171
Author(s):  
Eze G.N. ◽  
Okorie Q.A.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Level Of Significance

The study investigated the effect of cooperative learning strategy on students‟ achievement in secondary school chemistry. The design adopted for the study was quasi-experimental, precisely pretest, posttest non-equivalent control group. Two research questions guided the study while two null hypotheses were tested at .05 level of significance. The population for the study comprised 800 SS one students who offered Chemistry in 2014/2015 academic year in Abia State, Nigeria. The sample consisted of sixty students (30 males and 30 females) drawn from the target population using simple random sampling technique. The instrument for data collection was the chemical bonding achievement test (CAT) consisting of 25 item questions adopted from past WAEC and NECO question papers. The research questions were answered using descriptive statistics while the null hypotheses tested at .05 level of significance were analyzed using analysis of covariance. Results of data analysis revealed a significant difference in the mean achievement scores of cooperative learning group and conventional lecture method in favour of cooperative group. Again, a significant difference was observed in the mean achievement scores of male and female students exposed to cooperative learning strategy and the difference was in favour of the males. It was recommended among others that teachers should embrace the use of cooperative learning in chemistry classrooms.

scholarly journals Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity

2020 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Adzape J. N. ◽  
Otor E. E. ◽  
Akpoghol T. V
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.

scholarly journals Relative effect of animated and non-animated powerpoint presentations on physics students’ achievement

2020 ◽  
Vol 15 (2) ◽  
pp. 282-291
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Peace A Nnamani ◽  
Euphemia C Obochi ◽  
Christian C Obasi
Keyword(s):  
Temporal Stability ◽  
Internal Consistency Reliability ◽  
Relative Effect ◽  
Physics Students ◽  
Quasi Experimental ◽  
The Mean ◽  
Research Questions ◽  
Enugu State ◽  
Level Of Significance ◽  
Senior Secondary

This paper determined the relative effect of animated and non-animated powerpoint (PPT) presentations on students’ achievement in physics. A non-equivalent group quasi-experimental research design was adopted for the study, using a sample of 88 senior secondary two students drawn from secondary schools in Nsukka Local Government Area of Enugu State. A 30-item multiple-choice Physics Achievement Test (PAT) was used for data collection. The instrument was both face and content validate. The internal consistency reliability of the items of the PAT was established to be 0.76 using Kuder–Richardson formula 20, while the estimated temporal stability was obtained to be 0.88 using Pearson’s product-moment correlation. The mean was used to answer the research questions while t-test of independent samples was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that animated PPT significantly enhanced the achievement of students in physics than the non-animated PPT presentation. Keywords: Achievement, powerpoint animation, physics, presentation, relative effect.

scholarly journals Number Manipulation Strategy: A Model of Experiential Instruction and Interest in Arithmetic Learning of Pupils of Lower Basic Level in Enugu State, Nigeria

2021 ◽  
Vol 12 (1(V)) ◽  
pp. 19-29
Author(s):  
Sochima Stanislus Unodiaku
Keyword(s):  
Primary Schools ◽  
Mathematics Classroom ◽  
T Test ◽  
Analysis Of Covariance ◽  
Mathematics Textbook ◽  
Research Questions ◽  
Enugu State ◽  
Experiential Instruction ◽  
Level Of Significance ◽  
Manipulation Strategy

The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.

scholarly journals The Awareness Level and Perception of Secondary School Physics Teachers towards Nanotechnology in Rivers State

2019 ◽  
pp. 1-9
Author(s):  
Avwiri, Eseroghene
Keyword(s):  
Secondary School ◽  
Physics Teachers ◽  
Port Harcourt ◽  
Significant Difference ◽  
Research Questions ◽  
Level Of Significance ◽  
Rivers State ◽  
Senior Secondary ◽  
Awareness Level ◽  
Secondary School Physics

This paper adopted a descriptive design to investigate the awareness level and the perception of secondary school Physics teachers towards Nanotechnology in Port Harcourt Metropolis of Rivers State. The population of the study was 43 physics teachers comprising of 25 male and 18 female which was used from the 12 public secondary schools in Port Harcourt Metropolis in Rivers State. The instrument for the study was a self- made questionnaire titled, Nanotechnology Questionnaire on Awareness and Perception for Teachers (NQAPT) with a reliability of 0.85 obtained using Cronbach Alpha reliability formula. Two research questions and two null hypotheses guided the study. The research questions were answered using the criterion mean of 2.5 and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t- test. The findings revealed that the awareness level of Nanotechnology among teacher was low and their perception towards nanotechnology was positive. There is no significant difference between the awareness level and perception of the concept of Nanotechnology among male and female senior secondary school Physics teachers. Based on these findings, it is recommended that more awareness on the concept of Nanotechnology be created among secondary school teachers through symposium and science teaching workshop in order to publicize the benefits of nanotechnology to the society.

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