scholarly journals Science Process Skills Acquired by Senior Secondary School Chemistry Students in Quantitative Analysis in Enugu Education Zone, Nigeria

2019 ◽  
Vol 14 (2) ◽  
pp. 5333-5338
Author(s):  
Florence Obiageli Ezeudu ◽  
Anselem Abonyi Ugwuanyi ◽  
Ameh Rachael Folake
Keyword(s):  
Quantitative Analysis ◽  
Secondary School ◽  
Process Skills ◽  
Science Process Skills ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Senior Secondary

scholarly journals Assessment of Senior Secondary School Student’s Acquisition of Science Process Skills in Volumetric Analysis in Ondo State, Nigeria

2019 ◽  
Vol 14 (5) ◽  
pp. 165-169
Author(s):  
Florence Obiageli Ezeudu ◽  
Esther Olubunmi Ikuelogbon ◽  
Anthonia Ebere Onah ◽  
Uzoamaka P. Egbukwu ◽  
Nnonye Rebecca Ikegbunna ◽  
...  
Keyword(s):  
Secondary School ◽  
Volumetric Analysis ◽  
Process Skills ◽  
Science Process Skills ◽  
Senior Secondary School ◽  
Ondo State ◽  
Senior Secondary

scholarly journals A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 372-377
Author(s):  
Joy A. Ajanigo ◽  
◽  
Sunday Aboritoli ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Negative Attitude ◽  
Self Report ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Senior Secondary School ◽  
Pedagogical Competence ◽  
Senior Secondary

Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.

scholarly journals Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

2021 ◽  
Vol 32 (4) ◽  
pp. 323-330
Author(s):  
Ngozi Okafor ◽  
Keyword(s):  
Secondary School ◽  
Process Skills ◽  
Skills Acquisition ◽  
School Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Chemistry Students ◽  
Quasi Experimental ◽  
Controlling Variables ◽  
And Gender

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

scholarly journals Relationship between consciousness about environmental education concepts in secondary school chemistry curriculum and attitude of students towards environment

2021 ◽  
Vol 32 (1) ◽  
pp. 80-84
Author(s):  
Olabode Osunji ◽  
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Survey Design ◽  
Simple Random Sampling ◽  
School Science ◽  
Study Data ◽  
Chemistry Curriculum ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Senior Secondary

The study aim to investigate the relationship between consciousness about environmental education concepts in senior secondary school chemistry curriculum and attitude of chemistry students towards the environment in Kwara state. The study deploys descriptive survey design. Using Simple random sampling and Stratified proportionate sampling techniques. A sample of four hundred (400) senior secondary school science students and 16 senior secondary schools was used for the study. Two structured Questionnaires with titles” Students Attitude to Environment Questionnaire (SAEQ) and Students Consciousness towards Environment Questionnaire (SCEQ)” were developed by the researcher. The validity coefficient of SAEQ and SCEQ was 0.801 and 0.765. These were obtained using Cronbach-alpha method. Four research questions and four null hypotheses guided the study. Data collected were analysis using mean standard deviation, one way ANOVA and Pearson Product moment correlation (PPMC). The findings from the study revealed that the student environmental consciousness influenced their attitude towards the environment and, that student’s continuous exhibition of attitude towards the environment is rooted on their inadequate consciousness or knowledge of the causes and effects of environmental problems, it was recommended that Ministry of Education updates the curriculum of Senior Secondary School managing Environmental Education (EE) content.

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 Acquiring Basic Chemistry Concepts through Virtual learning in Nigerian Senior Secondary Schools

2019 ◽  
Vol 2 (1) ◽  
pp. 47-58
Author(s):  
Michael Olubunmi Odewumi ◽  
Ayotunde Atanda Falade ◽  
Adewale Olusegun Adeniran ◽  
David Akinjide Akintola ◽  
Grace O. Oputa ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Virtual Learning ◽  
Chemistry Laboratory ◽  
Achievement Level ◽  
School Students ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Senior Secondary Schools ◽  
Senior Secondary

Virtual learning has emerged as an ideal platform for learning.  Different e-learning packages has been developed to solve instructional problems globally, but in Nigeria few instructors  are aware of the usage  of this technologies.  Therefore, the study examined the acquisition of basic chemistry practical through virtual among Senior Secondary School students in Ado Ekiti, Ekiti State. Nigeria. The study further considered gender and achievement level of the students taught with virtual learning.A survey designed method was adopted, sample constituted of 28 Senior Secondary School II Chemistry students, of which fourteen (14) were male and fourteen (14) also female. The results reveal that virtual learning enhances students’ understanding of laboratory chemistry concepts, acquisition and improve performances in chemistry as an alternative to actual chemistry laboratory in Nigerian Senior Secondary Schools.

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