The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Analysis of Students’ Error in Learning of Mole Concept among Selected Senior...iosrjce
The purpose of the study was to determine the students’ error in learning mole concept A total of 120
Senior Secondary 2 chemistry students randomly selected from two private schools in Zaria with a mean age of
17 constituted the sample size for the study. The Chemistry achievement tests (CAT) and Mole concept
diagnostic test (MDT) were used as the instruments for the study . Diagnostic interview and semi-structured
questionnaire were also used to identify at which level students’ errors occur in solving problems and the
perception of students towards mole concept was that success can be achieved in problem solving with a good
grasp of the subject and an above average mathematical ability. The type of error analyzed were based on the
modified Newman Error Hierarchy Model that includes reading type error, comprehension, transformation,
process skill, and encoding error. Data was analyzed using mean, percentage, frequency, Duncan’s (MultipleRange)
and Wilcoxon test at P< 0.05. The study found out among others that the error most students make
involving transformation and process skill in solving problems in mole concept was significant (P<0.05) .There
was no error found in reading. The number of students who made encoding error and carelessness was small.
The students’ error in solving problems in mole concept was due to their weaknesses in stoichiometry and basic
arithmetical operations. The need for an appropriate and friendly pedagogical approach in the learning of mole
concept was proposed and recommendations were made based on findings
Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondents’ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
Effect of Multimodal Instructional Approaches on Students Learning of Chemist...Premier Publishers
Continuous use of traditional instruction has proven to give results of unsatisfactory performance, misconceptions and poor attitudes towards chemistry for most students. This study was designed to examine the differential effects of multimodal instructional and traditional instructional approaches on selected Colleges of Education students’ understanding of chemistry topics to remove the drawbacks of the traditional instructional methods used to teach Chemistry. The sample of the study involved 120 students who were randomly selected into groups from two colleges of Education. The primary data was collected from interview, questionnaire and pre and post-tests for the study. The results indicated that most of students who participated in the study had difficulties learning Chemistry concepts, hold a lot of misconceptions and negative attitudes and interest in learning the topics of the subject. The difficulties were attributed to the sort of instructional approach used to teach Chemistry. Multimodal instructional approaches were proven to show positive significant effect on students’ learning chemistry in the Colleges. There was high improvement in the performance and interest of students to learn Chemistry concepts. The students who were taught by multimodal instructional approaches could interpret and comprehend more chemistry concepts in the study than those who were taught by traditional instructional approach.
Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secon...Premier Publishers
The purpose of the study was to ascertain the effect of teaching with or without Mnemonic on the academic performance of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 60 students selected by stratified random sampling method. The pretest-posttest control group quasi- experimental research design was adopted in the study. The treatment lasted for a period of four weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using independent t test. The results indicated that there was a significant difference in the academic performance of students taught oxidation reduction reactions with and without mnemonic.
The impacts of a technology-integrated formative assessment technique on
students' conceptual and procedural knowledge in studying chemical
equilibrium are studied in this study. To attain the purpose, a quasiexperimental
pretest-posttest strategy nested with a
qualitative study method was
adopted. The study has three groups: two experimental and one
comparative. A random sample strategy was utilized to select two intact
classes for treatment and one intact class for comparison groups. Data was
collected using the chemical equilibrium conceptual test, the procedural test,
and classroom observation. The data was examined using descriptive (mean
and standard deviation) and inferential statistics (one-way ANOVA, oneway
MANOVA,
and
Pearson
product
moment
correlation).
According
to
the
findings, technology-integrated
formative assessment processes
outperformed traditional techniques and formative assessment strategies
alone in enhancing students' conceptual and practical understanding of
chemical equilibrium. Similarly, when technology-integrated formative
assessment processes are used, classroom observations show that students
have a strong motivation to learn and that the instructor is more skilled than
the other two teachers. Technology-integrated formative assessment
processes were shown to be more effective than the other two groups in
promoting students' conceptual and procedural understanding when learning
chemical equilibrium.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Similar to Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptions In Chemical Kinetics And Equilibrium (20)
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
The Role of the Instruction of Reading Comprehension Strategies in Enhancing ...AJHSSR Journal
ABSTRACT :Throughout my studies and teaching English in different language centers and higher studies
institutions, I have come to conclude that students consider Reading comprehension as a nightmare that
frightens them and hinders their language acquisition in the Moroccan EFL Context. This may cause them to
develop an internal psychological obstacle that grows as their lack of the necessary instruments or tools to
overcome are not equipped with. They become lost and unaware about or unfamiliar with the necessary reading
comprehension strategies that could help them to face the problem of misunderstanding or non-understanding
of English texts. Respectively, this article which is only one part of my whole study aims at showing the effect
of teaching reading strategies in enhancing the S1 students‟ familiarity with reading strategies and raising their
frequency use. A sample of 283 University students in EFL context have been chosen randomly and have
attended the usual academic reading classes, yet only 76 are subject to this survey. 38 of them constitute the
experimental group who have attended the treatment regularly in one of the language centers and the other 38
participants are chosen randomly from the whole population to constitute the Control group. They all have
Psychosocial Factors and Deviant Behaviors of Children in Conflict with the L...AJHSSR Journal
ABSTRACT:This study aims to determine the relationship between psychosocialfactors and deviant
behaviors among children in conflict with the law (CICL) inDavao Region. The researchers want to discover the
prevalent factors thatdrive these children to their behaviors. Further, the study sought to determinethe
manifestation of psychosocial factors in terms of life satisfaction, emotionalsupport, self-esteem, and personality
traits. The study's data came from N-83children in conflict with the law (CICL) at the Regional Rehabilitation
Center forYouth (RRCY) in Bago Oshiro, Davao City; all respondents are male. This studyused a total
enumeration sampling technique due to the relatively smallpopulation size. The researchers adapted the
Psychosocial surveyquestionnaires by Zabriskie & Ward (2013) and by John and Srivastava (1999)as well as the
Deviant Behavior Variety Scale (DBVS) by Sanches et al. (2016).Through the use of a validated questionnaire,
the mean and standard deviationare determined. The researchers modified this questionnaire and translated itinto
the respondents' mother tongue (Cebuano) for them to comprehend itbetter. The study discovered no significant
relationship between psychosocialfactors and deviant behaviors of children in conflict with the law (CICL) in
theDavao Region
KEYWORDS :Children in Conflict with the Law (CICL), deviant behaviors, psychosocial factors
Entropy: A Join between Science and Mind-SocietyAJHSSR Journal
ABSTRACT: Entropy is join, intersection and interaction between natural science and human mind-society.
We proposed that if internal interactions exist in isolated systems, entropy decrease will be possible for this
system. Management in system is a typical internal interaction within the isolated system. The purpose of
management is to use regulating the internal interactions within the system, and to decrease the increasing
entropy spontaneously. We propose the principle of social civilization and the developing direction is: freedom
of thought, rule of action. Both combinations should be a peaceful revision and improvement of social rules and
laws. Different countries and nations, different religions and beliefs should coexist peacefully and compete
peacefully. The evolution of human society must be coevolution. Its foundation is the evolution of the human
heart and the human nature.
KEYWORDS: entropy, science, society, management, mind, evolution.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Environmental Struggles and Justice Among Lumad Farmers of Davao CityAJHSSR Journal
ABSTRACT : The study described the various environmental struggles experienced among the participants
and their status in accessing justice. The study followed a qualitative multiple-case study approach; the
participants are the Lumad farmers of Marilog, Davao City selected through a Critical sampling method and
aims to present the environmental violations experienced by the Lumad farmers in Davao City and how it
affected their families and sustenance further, their status in accessing justice is also explored. The study
concluded that the most common struggles the participant experience are Illegal logging and improper waste
disposal, which affect their farms, family, health, and income. Their preferred means to accessing justice is
through barangay settlement; the rigors of accessing courts, such as distance, expenses, fear of ruling, and the
hassle of being called to be present in court, are the most prevalent barriers that hinder the lead farmers from
accessing justice or seeking legal action. Nevertheless, the participants believed that the government would help
them in accessing justice.
KEYWORDS :access to justice, criminology,environmental justice, environmental struggles, lumadfarmers
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
A philosophical ontogenetic standpoint on superego role in human mind formationAJHSSR Journal
ABSTRACT: One of the most significant contributions of psychoanalysis to understand the human being is the
elaboration of a model about the mind from a topical and dynamic perspective. Freud explains the mind by the
constitution of the preconscious, conscious, and subconscious. Later, by three dynamic components: the id, the
ego and the superego. Such an organization of the psychic apparatus supposes not only individual elements, but
social influences along the process of hominization. In this paper, we recover the findings of the renowned
anthropologist Lewis Morgan, trying to link some of them to the psychoanalytic theory. Especially highlighting
the importance of superego in Haidt’s social intuitionism.
Keywords: evolutionism, intuitionism, psychoanalysis, Freud, Haidt, Morgan
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...AJHSSR Journal
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
enhancing workplace safety performance.
KEYWORDS :Safety compliance, safety participation, safety performance, SME
Psychological Empowerment and Empathy as Correlates of ForgivenessAJHSSR Journal
ABSTRACT: The study explores Psychological Empowerment and Empathy as Correlates of Forgiveness.
The two variables are regarded to have influence on the decision one makes to forgive another. The study aimed
at examining the relationships between psychological empowerment and forgiveness, empathy and forgiveness
and to identify which one of the two,Psychological Empowerment or Empathy, is the more powerful predictor of
forgiveness. The study took a survey design with a sample of 350 drawn from a population of university students
using a self-administered questionnaire with four sections: Personal information, Psychological empowerment
scale, Toronto Empathy questionnaire, and the Heartland Forgiveness Scale (HFS). Data analysis employed
Pearson’s product moment correlation and regression analysis to test hypotheses. The results show significant
relationships between psychological empowerment and forgiveness as well as empathy and forgiveness.
Empathy was found to be the more powerful predictor of forgiveness.
KEY WORDS: Psychological empowerment, empathy, forgiveness
Exploring The Dimensions and Dynamics of Felt Obligation: A Bibliometric Anal...AJHSSR Journal
ABSTARCT: This study presents, to our knowledge, the first bibliometric analysis focusing on the concept of
"felt obligation," examining 120 articles published between 1986 and 2024. The aim of the study is to deepen our
understanding of the existing knowledge in the field of "felt obligation" and to provide guidance for further
research. The analysis is centered around the authors, countries, institutions, and keywords of the articles. The
findings highlight prominent researchers in this field, leading universities, and influential journals. Particularly,
it is identified that China plays a leading role in "felt obligation" research. The analysis of keywords emphasizes
the thematic focuses of these studies and provides a roadmap for future research. Finally, various
recommendations are presented to deepen the knowledge in this area and promote applied research. This study
serves as a foundation to expand and advance the understanding of "felt obligation" in the field.
KEYWORDS: Felt Obligation, Bibliometric Analysis, Research Trends
Les autorités traditionnelles et l’administration coloniale au Tchad : 1900-1960AJHSSR Journal
ABSTRACT : In Africa, traditionalauthorities are the guardians of tradition. Recently, however, they have
been caughtbetween tradition and modernity in the exercise of political power in Chad. However, we are
witnessing the revival of chieftaincy and the hybridization of the politicalpowersexercisedwithinit. In this
cohabitation of powers, traditionalauthorityisescapingitsrole as guardian of tradition.
Traditionalauthorityisthereforepresented in itscurrent state, as a proxy for the modern state in traditional
administrative districts. The aim of thisstudyis to analyze the mutations and adaptability of
traditionalauthorityfrom the pre-colonialperiodthrough the colonial period to the post-colonial period. This
workanalyzes the mutations of authorities. The data collected and processedrevealthattraditionalauthorities have
survivedalmosteverywhere, the former chiefdomsdissolvedduringcolonization have been restored by
republicanheads of state, while more and more frequently civil servants, businessmen, academics and
othermembers of the literateelite, whopreviouslyhad no attraction for the position of traditionalchief, are
beingenthroned.
Key words:Authorities, Administration, colonization, Chad, Kanem.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Driving Sustainable Competitive Advantage Through an Innovative Aggregator Bu...AJHSSR Journal
ABSTRACT : The aim of the research is to analyze the influence of the aggregation business model on
Sustainable Competitive Advantage (SCA). Through a survey of 216 MSMEs in the creative economy sector
selected randomly using an ex post facto causal research approach, an overview of the aggregator business
model and its impact on financial resources and SCA was obtained. The aggregator business model plays a role
in facilitating increased access to financial resources to meet both available and required working capital for
realizing SCA in Malang's Lokanima area. The strength of ABM lies in understanding the resources needed for
SCA and the effectiveness of mobilizing services while considering the most cost-effective options, including
providing various alternatives in their provision. Financial resources are an important factor supporting the
achievement of SCA. Access to financial resources is key to facilitating business growth and sustainability.
Theoretical implications: The concept of the aggregator business model emphasizes the efficient and effective
collection, aggregation, and distribution of resources in connecting service providers with consumers in an
economical and efficient manner. Practical implications: ABM can enhance the performance of financial
resource provision by optimizing relationships with MSMEs and financial institutions, leading to business
growth and sustainability for MSMEs.
KEYWORDS -Aggregator Business, Creative Economy, Financial Resources, Sustainable Competitive
Advantage
Accuracy of ChatGPT for Basic Values of Trigonometric FunctionsAJHSSR Journal
ABSTRACT : This study analyzes the accuracy of ChatGPT, an artificial intelligence model based on GPT3.5, in determining the values of basic trigonometric functions. To this end, we examine ChatGPT's responses to
sine, cosine, tangent, and cotangent values for a wide range of angles. We compare the results provided by
ChatGPT with the accuracy values determined by basic trigonometry. We also explore differences in accuracy
depending on changes in question complexity and given context. The results show a high level of accuracy of
ChatGPT in determining the values of trigonometric functions, especially for common angles. However, it is
noted that accuracy may be affected in certain cases of extreme angles or complex questions. This analysis
provides an important representation of ChatGPT's capabilities in the field of mathematics, using a new method
for testing the accuracy of artificial intelligence models in determining trigonometric values.
Keywords -Accuracy, AI Model, ChatGPT, Trigonometric Functions, Trigonometry
Postmodern Marketing and Its Impact on Traditional Marketing Approaches: Is K...AJHSSR Journal
ABSTRACT : The essay discusses the concept of postmodern marketing and its impact on marketing theory
and practice. It explores the characteristics of postmodernism, including openness, tolerance, hyper-reality,
fragmentation, and the lack of clear boundaries, and how they challenge traditional marketing approaches. The
paper also looks at the contributions of postmodern marketing to consumer and marketing research and how it
has redefined the way we think about marketing as a science. Ultimately, it raises the question of whether and
how marketing should adapt itself to the new conditions brought about by postmodernism.
KEYWORDS :Postmodernism, Postmodern Marketing, Kotler, Marketing Theory, Postmodern Consumer
Reorientation of Health Service Governance Toward the Fulfillment of Social J...AJHSSR Journal
ABSTRACT: Health insurance is a human right. At the practical level, this health insurance program in
Indonesia is organized by BPJS Kesehatan (Social Security Administering Body for Health). The
implementation of BPJS Kesehatan is still not optimal and effective. Three problems are discussed in this
writing: the dynamics of health insurance governance in Indonesia, the implementation of the fulfillment of the
right to health by BPJS Kesehatan, and the reorientation of BPJS Kesehatan services toward social justice.
These problems are then answered by scientific research methods using a sociological juridical approach.
Complaintsoften occur regarding the regulations, the services provided by the health facility providers, and the
distance between the community and the health facilities. Such complaints affect the public interest in becoming
BPJS Kesehatan participants. The aforementioned conditions must be considered and evaluated for the
government's success in the aspired national health insurance plan.
KEYWORDS -BPJS Kesehatan, Health Insurance, Social Justice
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
Sport et vieillissement : une analyse de la pratique des activités physiques ...AJHSSR Journal
Abstract : The aim of thispaperis to report on the effects of physicalactivity and sport on the health of older
people. Based on a mixed-methodsapproach, several techniques, namelydocumentaryanalysis and semistructured interviews, wereused in thisresearch in order to obtain a range of data thatwasavailable, accessible
and relevant to the subjectunderstudy. This enabled us to arrive at the resultsaccording to which the
stakeholders' perceptions of theirhealth are based on the practice of physicalactivities and sport as a social
construct in a socio-cultural context. Older people see sport as a way of curingillnesses, but above all as a way
of givingtheir bodies vitality. Othersseeit as a way of reinvigoratingthemselvesafter retirement.
Key words: Ageing, Physical activities, Sports activities, Elderly people.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptions In Chemical Kinetics And Equilibrium
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2018
A J H S S R J o u r n a l P a g e | 7
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN : 2378-703X
Volume-02, Issue-07, pp-07-14
www.ajhssr.com
Research Paper Open Access
Effects of Inquiry-Based Learning Strategies on Chemistry
Students’ Conceptions in Chemical Kinetics and Equilibrium
1
Ikeoluwa Folasade ADEOYE (Ph. D), 2
Prof. Duro AJEYALEMI
1
School of Science, Emmanuel Alayande College of Education, Oyo, Oyo State, Nigeria
2
Department of Science and Technology Education, University of Lagos, Lagos State, Nigeria.
ABSTRACT: The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry.
KEYWORDS: Conceptual knowledge, learning difficulties, content representation levels, Predict - Discuss -
Investigate - Discuss, Investigate - Discuss, Teacher Demonstration
I. INTRODUCTION
Chemistry should be learnt at three levels of content representations: macroscopic, microscopic and
symbolic for meaningful understanding of the chemical concepts (Gilbert & Treagust, 2009; Adeoye, 2011 and
Adesoji & Omilani (2012). The macroscopic level corresponds to knowledge acquired through observation of an
object such as physical properties, change of states of matter, solubility and precipitation of solutes among
others. The microscopic level uses the particulate nature of atoms to explain the concepts, principles and
theories of the observable phenomena while the symbolic level involves the use of chemical symbols, formulae,
reaction mechanism, chemical equations to represent phenomena at macroscopic and microscopic levels. It is
pertinent that chemistry students at all levels of education have adequate knowledge of scientific concepts at the
three levels and should be able to integrate the knowledge across the levels with ease (Gilbert & Treagust,
2009).
Research findings have shown that a huge gap existed between the intended chemistry curriculum and
actual happenings when students learn chemistry. Students’ inability to demonstrate good understanding of very
basic concepts of the subject has been reported (Ali, 2012). The students’ inadequacies in scientific concepts are
refered to as misconceptions or alternative conceptions (Harizal, 2012). Several misconceptions have been
identified in some topics in chemistry such as particulate nature of matter and chemical bonding (Othman,
Treagust & Chandrasegaran, 2008), acid-base (Harizal, 2012), chemical thermodynamic (Sokrat, Tamani &
Radid, 2014), periodicity (Satilmis, 2014) and redox reaction (Shehu, 2015). The commonly reported difficult
chemistry topics in Nigeria context are redox reactions, electrolysis, chemical equilibrium, chemical kinetics,
mole concepts and stoichiometry (WAEC, 2009-2013). Some of the identified reasons for students’
misconceptions include: lack of deep conceptual knowledge; inability to integrate ideas to coherent conceptual
framework; inability to represent the macroscopic to microscopic and symbolic concepts, inadequate basic
mathematical knowledge and inadequate methods of the teaching (Kolomuc & Calik, 2012; Sokrat, Tamani &
Radid, 2014 and Shehu, 2015). Misconceptions impede learning of new concepts which result into poor
performance of students in chemistry (Taber, 2009 and Satilmis, 2014). Sakiyo & Badau (2015) indicated that
the average performance of Nigeria students in chemistry who obtained grade 1-6 was 46.30 % in West African
Senior School Certificate Examination (WASSCE) from 2008 - 2012.
2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2018
A J H S S R J o u r n a l P a g e | 8
It is necessary to identify and remediate students’ misconceptions in chemical concepts through appropriate
instructional strategies. Obviously, ordinary form of instruction such as lectures, laboratory activities, discovery
learning or simply reading textbooks are not very successful at overcoming students’ misconceptions in some
chemistry topics (Burgoon, Heddle & Duran, 2010). Several instructional strategies have proven to be effective
in achieving conceptual change and assist to learn correct concepts in science. Ozmen (2011) suggested
computer animation for nature of matter and transformation, conceptual change oriented instruction through
demonstrations for rate of reaction by Kaya & Geban (2012), Intervention Discussion Learning Model (IDLM)
for chemical bonding by Ikenna (2015), inquiry-based/guided discovery teaching strategies (Adekunle, 2015
and Maxwell, Lambeth & Cox, 2015) and V-shape and conflict map learning strategies for chemical kinetics
(Adeoye, 2017) . Students must be actively involved in learning by construction and reorganisation of their
previous experiences. These would be more beneficiary for meaningful learning in chemistry (Ajeyalemi, 2011
and Adeoye, 2016).
The emphasis in the assessment of students’ learning difficulty of chemistry concepts is currently based
on students’ achievement in macroscopic, microscopic and symbolic. However, there is limited studies on the
effectiveness of learning strategies on the students achievement at the three levels of contents representations in
chemistry especially in chemical kinetics and equilbrium.
II. PURPOSE OF THE STUDY
The purpose of the study was to determine students’ achievement in chemical kinetics and chemical
equilibrium and to identify some common students’ misconceptions in the topics. The study also examined
the effect of inquiry-based learning strategies on students’ conceptual knowledge at the three levels of
content representations. The specific objectives are to:
a. Determine study achievement in chemical kinetics and chemical equilibrium
b. Identify students’ misconceptions in chemical kinetics and chemical equilibrium.
c. Examine the effect of inquiry-based learning strategies on students’ conceptual knowledge in chemical
kinetics and chemical equilibrium.
d. Determine the effect of inquiry-based learning strategies on students’ conceptions at the three levels of
content representation in chemical kinetics and chemical equilibrium.
III. RESEARCH QUESTIONS
a. How do the students achieve on chemical kinetics and chemical equilibrium before treatment?
b. What are the students’ misconceptions in chemical kinetics and chemical equilibrium?
c. What are the effects of the inquiry-based learning strategies on students’ conceptual knowledge in
chemical kinetics and chemical equilibrium?
d. How do the inquiry-based learning strategies affect students’ conceptions at the three levels of content
representation in chemical kinetics and chemical equilibrium?
IV. METHODOLOGY
The quasi-experimental research design of pre-test and post-test experimental control groups were
employed to determine the effect of three inquiry-based learning strategies on students’ conceptual
understanding.
Three hundred and fifty nine (359) senior secondary II (SS2) chemistry students were randomly sampled
from nine public secondary schools in Lagos State, Nigeria. The schools were grouped into three designated
treatment groups as Predict-Discuss-Investigate-Discuss (PDID), Investigate-Discuss (ID) and Teacher
Demonstration (TD). The students in their intact classes randomly sampled, comprised 114 students for the ID
treatment group, 123 students for the PDID while the TD group had 122 students. The PDID and ID were
student-centred learning strategies while the TD was teacher-centred approach to teaching. All the sampled
students in the three learning strategies were exposed to four weeks of practical activities in chemical kinetics
and equilbrium. The procedures for implementing learning contents were different.The chemistry teachers in the
sampled schools were trained on the learning statrategies as they were applicable to the schools. The learning
strategies were based on the constructivism theories of learning of Dewey, Piaget, Bruner, Vygotsky and
Ausubel which stressed that knowledge is constructed and co-constructed among knowledgeable peers from the
environment. Trowbridge & Bybee (1990) and Kolb’s (1988) experiential learning a four-stage cyclic model
that involves concrete experience, reflective observation, abstract conceptualization and active experimentation
using 5Es learning processes (Engage, Explore, Explain, Elaborate and Evaluate).
The students in the PDID and ID treatment groups learnt in small discussion group of 5 to 6 members in a
group. The PDID students made predictions and discuss the predictions of experimental outcomes before
carrying out the investigation. The results of the investigation were also discussed. The students modified their
predictions as they discussed and carried out investigation.
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The students in ID carried out investigations and discussed their findings with their peers without making
predictions. In the TD, the teachers carried out the investigations without the assistance of the students. The
teachers explained the underlying principles and theories of the practical activities. The trained teachers in the
PDID and ID facilitated learning and modified students discussions where necessary while the teacher in TD
acted as custodian of knowledge and the students, as passive learners.
V. RESEARCH INSTRUMENT
There were operational guides for the three learning strategies which contained eight practical activities
structured to reflect the learning strategies 1 hour for each practical activity per week.
The Conceptual Knowledge Test (CKT) research instrument was structured by the researchers to determine
the students’ conceptual knowledge at macroscopic, microscopic and symbolic levels of content understanding
on the chemistry topics. The CKT contained eight open-ended questions: two questions on each of the four
chemistry topics, with three sub-questions. The CKT was validated and reliability coefficient value was 0.73.
The instrument was pre-administered to the samples before treatment and post- administered two days after the
treatment.
VI. ANSWERS TO RESEARCH QUESTIONS
The students’ scores on pre-test post-test were analysed using mean and simple percentage to provide
answers to the research questions raised for the study.
Research Question 3a: How do the students achieve on chemical kinetics and chemical equilibrium before
treatment?
Based on the results presented on Table 1, the students’ percentage score before treatment was 30.75 % of
which the percentage score of the students were 15.81 % for chemical kinetics and chemical equilibrium had
14.94 %. The score indicated that students have learning difficulties in chemical kinetics and chemical
equilibrium. The percentage score of the students after the treatment was 46.65 % out of which chemical
kinetics had 23. 06 % while chemical equilibrium had 23.58 %. This showed an improvement in the students’
scores. If inquiry-based learning strategies are to be used in engaging chemistry students in the topics for a long
period of time, the learning strategies are capable of eliminating or alleviating students’ learning difficulties in
the areas of chemistry. The students’ achievement by learning strategies was examined.
Table 1: Students Mean Achievement in Conceptual Knowledge Test by Topic
Treatment Test Mean
Chemical
Kinetics
Mean Chemical
Equilibrium
Total
Mean
ID
Pre-test
Post-test
Mean Gain
7.71
11.73
4.02
6.96
12.21
5.25
14.67
23.94
9.27
PDID
Pre-test
Post-test
Mean Gain
8.32
11.03
2.71
5.80
10.05
4.25
14.12
21.08
6.96
TD
Pre-test
Post-test
Mean Gain
6.76
10.45
3.69
8.74
11.70
2.96
15.50
22.15
6.65
Average
Pre-test
Post-test
Mean Gain
7.59
11.07
3.48
7.17
11.32
4.15
14.76
22.39
7.63
Source: Adeoye (2016)
Research Question 3b: What are the students’ learning difficulties in chemical kinetics and chemical
equilibrium?
The identified learning difficulties and the expected knowledge from the students in chemical kinetics and
chemical equilibrium are as follows:
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Chemical Kinetics
For chemical kinetics, the students found it difficult to:
State two factors that determine whether or not the collision of two reacting particles
would lead to formation of products.
(i) There must be effective collision because not all collisions lead to formation of
products.
(ii) Energy of collision must be equal or greater than activated energy.
Draw an energy profile for a catalysed exothermic reaction. Some of the students did not
know that both catalysed and uncatalysed energy profile would be on the same diagram.
Some drew the energy profile correctly but failed to label and indicate activated complex,
activation energy and enthalpy change diagram.
Concisely describe the effects on the rate of reaction when pressure of A is doubled in
this reaction: A(g) + B(g) C(s) + D(g ) H = - 210 KJmol-1
When pressure of A is doubled, reactant particles collide more often if they are crowded in a
small space i.e. frequency of collision is dependent upon pressure. An increase in pressure,
results in a corresponding increase in effective collision of the particles of A and hence in the
reaction rate.
Chemical Equilibrium
In chemical equilibrium, the students encountered difficulties in:-
Identifying and writing chemical reaction for the ions that form an insoluble hydroxide
with NaOH(aq) in the following chemical equilibrium mixture:
Fe3+
(aq) + 3SCN-
(aq) Fe(SCN)3(aq)
Fe3+
reacts with NaOH to form insoluble Fe (OH) 3 and the equation for the reaction is:
Fe3+
(aq) + 3OH-
Fe (OH)3.
Explaining what would happen if more KSCN were added to the equilibrium mixture.
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Consequently, on adding more of KSCN(aq) to the equilibrium mixture, the red colour
deepens because addition of KSCN increases the concentration of SCN-
causing equilibrium
to shift to right.
Stating what will happen if more heat is applied to this reaction:
X2(g) + 3Y2 2XY3(g) H = - 92 KJmol-1
The reaction will shift from right to left favouring the production of X2 + 3Y2 (g) (reactants)
Writing equilibrium constant for this reaction:
CaCO3(s) CaO(s) + CO2 (g)
Majority of the students expressed equilibrium constant as
Kc =
The CaCO3(s) and CaO(s) are not the concentration of the substances. Concentration can only
be expressed in solution.
Explaining comprehensively the effects of increase pressure and temperature on equilibrium
reaction using Le-Chatelier’s Principle on this reaction:
N2 (g) + 3H2 (g) 2NH3 (g) H = - 92kJmol-1
Research Question 3c: What is the effect of the inquiry-based learning strategies on students’ conceptual
knowledge in chemical kinetics and chemical equilibrium?
From the results on Table 1, the mean gain of the students in the ID was 9.27 (40.52 %) while that of
their counterparts in PDID and TD were 6.96 (30.42 %) and 6.65 (29.05 %) respectively in both chemical
kinetics and chemical equilibrium. The pattern achievement in chemistry by learning strategies was ID > PDID
> TD. By topic, the students’ mean gain in the ID was 4.02, the PDID had 2.71 while the TD had 3.69 on
chemical kinetics. For chemical equilibrium, the students mean gain in the ID was 5.25 while the students in the
PDID and the TD were 4.25 and 2.96 respectively. The pattern of achievement was ID > TD > PDIP in
chemical kinetics and ID > PDID > TD in chemical equilibrium. These results indicated that ID inquiry-based
learning strategy was most effective for learning chemical kinetics and chemical equilibrium in chemistry.
Research Question 3d: How do the inquiry-based learning strategies affect students’ conceptions at the
three levels of content representation in chemical kinetics and chemical equilibrium?
The students’ achievements in the three levels of contents in the topics by learning strategies groups are
presented in Table 2.
From results on Table 2, the comparison of the mean gain scores on macroscopic, microscopic and symbolic
levels of the three learning strategies by chemistry topic was made. The results indicated that the students in the
TD group had the highest score on macroscopic level for chemical kinetics (2.32) and chemical equilibrium
(1.52) than the ID and the PDID strategies. The students in the ID learning strategy had the highest mean gain
score on microscopic level with 2.20 and 2.31 for chemical kinetics and chemical equilibrium respectively. The
ID learning strategy was also most effective for symbolic level for chemical kinetics with highest mean gain of
1.37 and 2.04 for chemical equilibrium.
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Table 2: Mean Scores at Macroscopic, Microscopic and Symbolic Levels in Chemical Kinetics and
Chemical Equilibrium
Learning
Strategy
Level of
Representation
Chemical Kinetics
Mean of
Pre-test Post-test Gain
Chemical Equilibrium
Mean of
Pre-test Post-test Gain
ID
Macroscopic
Microscopic
Symbolic
Total Mean
2.74 3.19 0.45
2.62 4.82 2.20
2.35 3.72 1.37
11.73 7.71 4.02
2.32 3.22 0.90
2.26 4.57 2.31
2.38 4.42 2.04
6.96 12.21 5.25
PDID
Macroscopic
Microscopic
Symbolic
Total Mean
2.68 3.42 0.74
3.06 4.64 1.58
2.58 2.97 0.39
8.32 11.03 2.71
1.86 3.07 1.21
1.82 3.56 1.74
2.12 3.42 1.30
5.80 10.05 4.25
TD
Macroscopic
Microscopic
Symbolic
Total Mean
2.24 4.56 2.32
2.32 3.20 0.88
2.20 2.69 0.49
6.76 10.45 3.69
2.36 3.88 1.52
2.84 3.96 1.12
3.54 3.86 0.32
8.74 11.70 2.96
Bar chart was also used to represent students mean gain scores in the learning groups on levels of
content representations. The students mean gain scores on the three levels of conceptual knowledge by the
learning strategies on chemical kinetics and chemical equilibrium are pictorially represented and shown on
Figure 1 for better understanding of the findings.
Figure 1: Representation of Students’ Mean Gain at Macroscopic, Microscopic and Symbolic Levels by
Topic
0
0.5
1
1.5
2
2.5
Macro
Micro
Symobic
Macro
Micro
Symbolic
Macro
Micro
Symbolic
ID PDID TD
Chemical Kinetics
Chemical Equilibrium
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The Figure 1 indicated that the ID was most effective for microscopic and symbolic levels of conceptual
knowledge for both chemical kinetics and chemical equilibrium. The TD strategy was most effective for
macroscopic level in the two chemistry topics. The patterns of the students’ achievement on the three levels
content representations based on learning strategies for chemical kinetics topic are TD > PDID > ID for
macroscopic level; microscopic level, ID > PDIP > TD; and symbolic level was TD > ID > PDID. For chemical
equilibrium, the achievement patterns based on the learning strategies for macroscopic level was TD > PDID >
ID and ID > PDID > TD for both microscopic and symbolic levels.
VII. DISCUSSION
The active involvement of the students in carrying out practical activities, the discussions of findings among
themselves within a group and translations of what were observed during investigations to microscopic and
symbolic levels as the students reported their findings may have enhanced their achievement in conceptual
knowledge. The strategy encourages the students to express their ideas, opinions and reflect on the findings in
open dialogue. The students’ thoughts are clarified on the outcomes of their investigations as they dialogued
among themselves which consequently led to high quality learning. This finding is in support of Abungu, Okere
& Wachanga, 2014; Ehindero, Ojediran & Oludipe, 2014 and Adekunle, 2015 who found inquiry teaching
effective in promoting achievement and Guevara (2015) that found co-operative teaching effective for
enhancing academic achievement in science.
The Predict-Discuss-Investigate-Discuss being most effective than the Teacher Demonstration may be due
to the fact that the teacher’s role was shifted to the students which allowed for active participation of the
students rather than being passive in the teaching and learning process. The act of students making predictions,
discussing the predictions with members of the group, carried out investigations to see whether the predictions
and discussions made were appropriate to the findings from the investigations and modifications of the
predictions and discussions where necessary might have made the Predict-Discuss-Investigate-Discuss better
strategy than the Teacher Demonstration. The students’ misconceptions were modified after carrying out
investigations. The findings also made the students to express and modify their own views through open
dialogues and active participation hence, learning was enhanced. The observable concepts were translated to
microscopic (molecular) and symbolic (structural) representations as the students discussed and reported their
investigations. These assisted the students to improve their academic competence. This finding is in agreement
with Ogunleye & Babajide (2010) and Sesen & Tarhan (2013) who found that the Predict-Observed-Explain
teaching strategy enhances students’ understanding of scientific concepts in secondary schools.
VIII. CONCLUSION
The study has shown that active learning promotes students’ achievement of the macroscopic, microscopic
and symbolic levels in chemistry. Chemistry teachers should provide enriching and challenging learning
environment for students to explore for meaningful learning of scientific concepts. Chemistry students should be
allowed to interact with one another and discuss the knowledge constructed from the environment to enhance
their learning. Students pre-existing knowledge should be identified and appropriate instructions should be
employed for remediation when their conceptions is not consistent with scientific knowledge. Active
participation of students in teaching and learning processes promotes retention and learning of new concepts.
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