This study investigated the effects of using Student Teams-Achievement Divisions (STAD) cooperative learning strategy versus traditional lecture method on senior secondary school students' learning outcomes in chemical kinetics. It also examined the influence of students' mathematics ability, which was categorized as high, medium, or low. Data was collected from 300 students across 6 schools. Results of the ANCOVA and multiple classification analysis revealed that STAD had a significant positive effect on students' achievement and attitude compared to the traditional method. Additionally, students' mathematics ability significantly influenced their achievement and attitude, and the interaction between treatment and mathematics ability was also significant. The study recommended considering students' mathematics background before allowing enrollment in chemistry and using STAD to teach chemical
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
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Effects Of Using Gagne’s Learning Hierarchy On Chemistry Students’ Academic A...IOSR Journals
This study investigates the Effects of Using Gagne’s Learning Hierarchy on Chemistry Students’ Academic Achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools. The study sample used 100 SSII students randomly selected from two Senior Secondary Schools in Katsina Metropolis. The two schools were randomly placed as experimental and control groups each with 50 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group were taught using Gagne’s learning hierarchy, while the control group was taught using lecture method for the period of six weeks. Two instruments; Balancing Chemical Equation Achievement Test (BCEAT), and Students’ Anxiety Scale Questionnaire (SASQ) with reliability coefficient of 0.79 and 0.78 respectively, were used to collect data for the study. Performances of the two groups were compared using their posttest mean scores. The major findings from the study are: Students taught using Gagne’s learning hierarchy recorded high academic achievement than those taught using to lecture method. The anxiety level of students taught using Gagne’s learning hierarchy tended to be low when compared with students taught using lecture method. Based on the findings, the following recommendations were made: Chemistry teachers should as much as possible arranges concepts taught in Chemistry hierarchically so that students can learn the simple concepts which will help their understanding of abstract or complex concepts.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
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
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Effects Of Using Gagne’s Learning Hierarchy On Chemistry Students’ Academic A...IOSR Journals
This study investigates the Effects of Using Gagne’s Learning Hierarchy on Chemistry Students’ Academic Achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools. The study sample used 100 SSII students randomly selected from two Senior Secondary Schools in Katsina Metropolis. The two schools were randomly placed as experimental and control groups each with 50 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group were taught using Gagne’s learning hierarchy, while the control group was taught using lecture method for the period of six weeks. Two instruments; Balancing Chemical Equation Achievement Test (BCEAT), and Students’ Anxiety Scale Questionnaire (SASQ) with reliability coefficient of 0.79 and 0.78 respectively, were used to collect data for the study. Performances of the two groups were compared using their posttest mean scores. The major findings from the study are: Students taught using Gagne’s learning hierarchy recorded high academic achievement than those taught using to lecture method. The anxiety level of students taught using Gagne’s learning hierarchy tended to be low when compared with students taught using lecture method. Based on the findings, the following recommendations were made: Chemistry teachers should as much as possible arranges concepts taught in Chemistry hierarchically so that students can learn the simple concepts which will help their understanding of abstract or complex concepts.
This study investigated students' attitudes towards the three categories of questions in the WAEC practical chemistry examination: theory of practicals, qualitative analysis, and quantitative analysis. A questionnaire was administered to 50 secondary school chemistry students. ANOVA analysis revealed a significant difference in student attitudes towards the three categories. Post-hoc analysis showed students had the most positive attitude towards theory of practicals, followed by qualitative analysis, with quantitative analysis having the least positive attitude. The study aims to help improve student performance in practical chemistry by identifying areas of weaker attitude to target for encouragement and motivation.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
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 document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
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.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
The effect of assessment model and cognitive style on the students’ achieveme...Alexander Decker
This study examined the effects of assessment model (written vs oral skills), cognitive style (field independent vs dependent), and their interaction on high school chemistry students' achievement, controlling for basic knowledge. The results showed that:
1) Students who were assessed via writing performed better than those assessed orally.
2) Students with field-independent cognitive styles performed better than those with field-dependent styles.
3) There was a significant interaction between assessment model and cognitive style affecting chemistry achievement.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
The ACARISS project aims to connect schools with research laboratories to improve science education using innovative teaching methods. An evaluation of the project's effectiveness found that among students who participated: 1) Positive attitudes towards science increased, such as enjoyment of learning science and interest in future science participation. 2) Career decision-making difficulties decreased, particularly inconsistent information. 3) Career decision-making self-efficacy increased, indicating greater confidence in their ability to make decisions. The results suggest the project's teaching approach is successful in promoting interest in science careers.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
Vebrianto 2011 procedia---social-and-behavioral-sciences (The effect of multi...Rian vebrianto
This study investigated the effectiveness of using multiple media instruction (ICT and environmental modules) compared to conventional teaching on 96 students' science process skills and achievement in Indonesia. Students in the treatment groups used either an ICT module or environmental module, while the control group used conventional teaching. Results showed students who used the ICT and environmental modules scored significantly higher on tests of science process skills and achievement than students in the control group. The findings suggest using various constructive teaching media can improve students' science process skills and achievement.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
This document outlines Tarisai Mudzatsi's research proposal examining the development of topic specific pedagogical content knowledge (TSPCK) in stoichiometry among three practicing teachers through a lesson study. The purpose is to determine how TSPCK in stoichiometry improves through teacher interactions in a lesson study context and how this newly developed knowledge translates to teaching practice. Poor student performance in physical science, especially topics involving stoichiometry, provides rationale for the research. The proposal includes an introduction, purpose, rationale, literature review, research questions, methodology, data analysis, ethics statement, and references.
The study examined differences in academic achievement in chemistry between senior secondary students in urban and rural schools in Nigeria when taught redox reactions using concept mapping versus conventional teaching methods. 218 students from 4 schools participated. Students were pre-tested before a concept mapping or conventional teaching intervention, then post-tested. Results showed no significant difference in achievement between urban and rural students taught with concept mapping, or between teaching methods within locations. The implications and recommendations for teaching redox reactions were discussed.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmen...Md. Mehadi Rahman
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
Self paced instruction and mathematics achievementAlexander Decker
This document describes a study that investigated the effects of self-paced instruction versus traditional lecture-based instruction on mathematics achievement. The study used an experimental and control group design with 75 undergraduate students in College Algebra. The experimental group used a self-paced instructional module while the control group received traditional lectures, both focused on exponents and radicals. Both groups took a pretest and posttest, and results were analyzed using t-tests to determine differences in scores within and between groups. The findings demonstrated the effectiveness of the self-paced instructional approach.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
An Academic Survey Concerning High School And University Students Attitudes ...Jeff Nelson
This study examined the attitudes and approaches to problem solving in chemistry of 552 high school and university students in Turkey. A survey was adapted from one used to measure physics problem solving and administered. The results found university students had more expert-like attitudes compared to high school students. Science and regular high school students had more expert-like attitudes than vocational high school students, who were more novice-like. The study aims to help teachers understand students' attitudes to better support developing problem solving skills in chemistry.
Attitudes Of Nigerian Secondary School Chemistry Students Towards Concept Map...Robin Beregovska
The document discusses a study that examined the effect of different concept mapping strategies (hierarchical, flowchart, and spider) used as advance organizers on Nigerian secondary school chemistry students' learning of the mole concept. The study found that (1) using any of the concept mapping strategies as advance organizers produced similar effects on students' problem solving abilities, and (2) students had similar attitudes towards the different concept mapping strategies. The study concluded that the various types of concept maps were effective learning tools and students viewed them similarly.
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 document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
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.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
The effect of assessment model and cognitive style on the students’ achieveme...Alexander Decker
This study examined the effects of assessment model (written vs oral skills), cognitive style (field independent vs dependent), and their interaction on high school chemistry students' achievement, controlling for basic knowledge. The results showed that:
1) Students who were assessed via writing performed better than those assessed orally.
2) Students with field-independent cognitive styles performed better than those with field-dependent styles.
3) There was a significant interaction between assessment model and cognitive style affecting chemistry achievement.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
The ACARISS project aims to connect schools with research laboratories to improve science education using innovative teaching methods. An evaluation of the project's effectiveness found that among students who participated: 1) Positive attitudes towards science increased, such as enjoyment of learning science and interest in future science participation. 2) Career decision-making difficulties decreased, particularly inconsistent information. 3) Career decision-making self-efficacy increased, indicating greater confidence in their ability to make decisions. The results suggest the project's teaching approach is successful in promoting interest in science careers.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
Vebrianto 2011 procedia---social-and-behavioral-sciences (The effect of multi...Rian vebrianto
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International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
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(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
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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
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This document summarizes a study that examined high school students' attitudes toward physics lessons and physical experiments. A questionnaire was administered to 295 high school students in Kayseri, Turkey to assess their attitudes. The results showed that students had a slightly positive average attitude score of 63.07 toward physics lessons and physical experiments, just above the neutral score of 60. There were no significant differences in attitudes based on gender. However, students' grades and ages did affect their attitudes, with older and higher-grade students having more positive attitudes. In general, many students felt physics lessons were boring or difficult and they did not have positive expectations or success in physics. Their attitudes toward physical experiments were also negative, with most seeing the experiments as un
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1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
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The role of Chemistry education is to help in the development of scientific attitude in the learner. The
students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the
importance attached to the subject. Many factors influence this performance, one being learners' chemistry
self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an
attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on
students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four
Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was
Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant
difference in the chemistry self-concept of students taught through CBS and those taught through Regular
Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept
than those taught through RTM.
A Study on the Relationship between Affective Learning outcome and Achievemen...QUESTJOURNAL
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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.
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This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to secondary school students in Nigeria. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were then tested on the same topics. The results showed that the students taught using team-based learning performed significantly better with a mean score of 10.88 compared to 7.32 for the laboratory approach group. Therefore, the study recommends the use of team-based learning over the laboratory approach to more effectively teach mathematics.
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This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to students. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were given tests after the instruction. Statistical analysis found a significant difference in performance between the two groups, with the team-based learning group scoring higher. The study concludes team-based learning is more effective for developing students' mathematical skills than the laboratory approach.
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2. A quasi-experimental research design involving a pre-test and post-test for experimental and control groups was used. Results showed that students taught using laboratory instruction scored higher on achievement tests and had higher confidence levels compared to those taught using traditional lecture methods.
3. The study concluded that laboratory instructional methods have a positive impact on students' academic performance and confidence in stoichiometry, and recommended greater use of these methods in secondary school chemistry teaching.
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This study investigated the effect of mathematics abilities on physics students' performance in sound waves concepts. 55 secondary students participated in the study. They were grouped based on their math abilities and taught sound waves using different instructional methods. Results showed that students with high math abilities performed best in applying and analyzing sound waves concepts. When considering instructional methods, guided discovery method led to the best performance in analysis, while demonstration method enhanced performance in both application and analysis. The study concluded that solid math background and use of interactive, practical instructional methods can improve students' physics understanding and performance. It was recommended to ensure strong math foundation for physics students and utilize guided discovery and demonstration teaching approaches.
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Effectiveness of classroom practices to achievement in mathematics
Internasional journal of math stad 1
1. EFFECTS OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS STRATEGY AND
MATHEMATICS KNOWLEGDE ON LEARNING OUTCOMES IN CHEMICAL KINETICS
Dr. Francis A. ADESOJI
Dr. Tunde L. IBRAHEEM
Abstract
The study investigated effects of Student Teams-Achievement Divisions strategy and
mathematics ability on senior secondary school chemistry students’ learning outcome in chemical
kinetics. A pretest, posttest control group quasi experimental design was adopted for the study. Data
were collected from a sample of 300 students made up of 110 males and 190 females from six
senior secondary schools in Epe division of Lagos State, Nigeria. Analysis of covariance
(ANCOVA) was used to analyze the data with pre-test scores as covariates in order to adjust for the
initial differences in the sample. Multiple classification analysis (MCA) was also used to examine
the magnitude of the differences among the groups. The findings revealed that there were
significant main effects of treatment on students achievement and attitude (F=190.58; P <0.05) and
(F=379.275, P<0.05) respectively. Mathematics ability had significant main effects on achievement
(F=12.971; P <0.05) and on attitude (F=3.678; P <0. 05). The interaction effects of treatment and
mathematics ability was significant for achievement (F=8.146; P <0.05) and also for attitude
(F=7.578; P <0.05). Based on the findings, it was recommended that mathematical background of
students should be taken into consideration before allowing them to enrol for chemistry at the
senior secondary level. Students with very low mathematical ability should not be allowed to enrol
for chemistry. Students Teams-Achievement Divisions strategy should also be used to teach
chemistry at this level.
Key Words: Effects of student teams, mathematics knowledge, chemicel kinetics
INTRODUCTION
Within the last two decades, much has been written on the difficulties pupils of varying age at
the secondary school level are having in coping with certain chemistry concepts. Such studies have
revealed among other things that inability to handle mathematics concepts needed to solve chemistry
problems seems to be the most worrisome (Astudillo and Naiz, 1996;Huddle, 1996 and Schmidt, 2000).
Science education had emphasized the importance of mathematics in science teaching and
learning (Iroegbu, (1997). Abdullahi (1982) said, concerning science and mathematics.
Although mathematics and science are taught as separate subjects in schools from
instructional point of view, science activity in the classroom has mathematical
implications as working mathematical problems has scientific imports p. 30
There are certain mathematical abilities, which are tied to success in chemistry and these
mathematical concepts are cognitive entry characteristics for success in chemistry. The ability to
manipulate symbols and the ability to use and maneuver algebraic symbols is necessary for success in
chemistry. Comprehending basic geometry is particularly important for chemistry achievement. The
ability to process numerical data shows no relationship to chemistry achievement (Fisher, 1996). This
means that students’ Computational skills do not influence student achievement, but students must be able
to use algebra to solve problems and understand simple geometrical relationships. Additionally, Chandran
(1985) compared cognitive factors and chemistry achievement and found that greater formal reasoning
ability was correlated with greater achievement.
There are wide varieties of factors influencing student’s success in chemistry aside from
mathematical ability. Students with the intellectual ability have a greater chance of succeeding in
chemistry than those without intellectual ability. However, a student’s understanding of the content can
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be divided into two separate categories: Conceptual understanding and algorithms understanding. Neither
seems to be entirely responsible for low test achievement.
Success or failure in chemistry is therefore dependent on more factors than simply knowledge of
the subject. However, it has been shown that comprehending basic geometry is important for success in
chemistry, and a good score in high school algebra is an indication of success in chemistry (Spencer,
1996).This study is therefore interested in finding out the effects of mathematics ability of students on
their achievement particularly in chemical kinetics, a concept in chemistry which secondary school
students often find difficult to understand.
The teaching method employed by a teacher has been shown to reflect on students’
understanding of the subject (Akinlaye, 1998). On this, Ajelabi (1998) was of the opinion that the
teaching method adopted by the teacher in order to promote learning is of topmost importance. Hence, he
concluded that there is the need to introduce, adopt, and adapt the latest instructional techniques that are
capable of sustaining the interest of the learners. Cooperative learning techniques have been shown to
enhance students’ learning and social relations relative to traditional whole class methods of teaching
(Okebukola, 1984; Ojo, 1989; Alebiosu, 1998; Fuyunyu, 1998; Esan, 1999; Adeyemi 2002; Omosehin,
2004; and Akinbode, 2006). The present study therefore adopted Students Teams-Achievement Divisions
(STAD) cooperative learning strategy to teach the participants with a view to finding out its efficacy in
the teaching of chemical kinetics.
Chemical Kinetics is an important concept in chemistry and it refers to the rates of chemical
reaction. This concept has long being identified by researchers (Ahiakwo, 1984; 1991; Akinmade and
Adisa, 1984; Osborne 2001) to be a dreaded one by secondary school students. West African Examination
Council Chief Examiner’s report of 1999 to 2004 had also indicated that Senior Secondary School
chemistry students found chemical kinetics difficult to understand. The present study is therefore
interested in finding out if the treatment condition will enhance students understanding of the concept.
Problem statement
The study seeks to determine the effects of STAD strategy and students mathematics knowledge
(ability) on their learning outcomes (Achievement and attitude) in chemical kinetics.
Hypotheses
The following hypotheses were tested at 0 .05 level of significance.
Ho1 There is no significant main effect of treatment on
(a) Students’ achievement in chemical kinetics
(b)Attitude towards chemical kinetics
Ho2 There is no significant main effect of mathematics ability on students
(a)Achievement in chemical kinetics
(b)Attitude towards chemical kinetics
Ho3 There is no significant interaction effect of treatment and mathematical ability on students.
(a)Achievement in chemical kinetics
(b)Attitude towards chemical kinetics.
Research methodology
Design: - A pretest post-test control group quasi experimental design using 2 x 3 factoral matrix was used
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O1 x1 O2 (E)
O3 x2 O4(C)
Where O1 and O3 are pretest for the experimental and control groups respectively. O2 and O4 are posttest
for experimental and control groups respectively.
X1 = STAD
X2 = conventional lecture method.
Variables in the study
(a) Independent variable
(i) Student Teams - Achievement Divisions strategy
(ii) Conventional lecture method (control)
(b) Dependent variables
(i) Cognitive achievement in chemical kinetics
(ii) Attitude to chemical kinetics
(c) Moderator variables
(i) Mathematical ability at three levels
High, medium and low.
Population
All the senior secondary two chemistry students in Epe division of Lagos State, Nigeria
constituted the target population for the study.
Schools and subjects
Six grade 1 senior secondary schools in this division were selected for the study based on
purposive sampling technique. The six schools were selected based on the facts that the subjects have
been taught basic and prerequisite concepts such as energy changes in chemical reaction and chemical
equilibrium necessary for understanding of chemical kinetics. All the 300 (110 males and 190 females)
chemistry students in senior secondary two class in the six schools were participants in the study. Intact
classes were however used.
Research instruments
Five instruments were used for the study. They are:
1. The cooperative learning guide
This contains the roles of the teacher and the students in a cooperative learning situation. Experts
in the field of educational psychology that are knowledgeable in cooperative learning techniques did the
face validity while experts in English education did the language editing of the guide.
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2. Achievement test on chemical kinetics
This was made up of two sections. Section A was made up of 30 multiple choice items with four
options. Section B was made up of 10 short answered questions. All the questions were to be answered by
the participants in 1 hour 15 minutes. The reliability coefficient of the instrument was determined to be
0.84 using Kuder – Richardson formula 20 (KR20). The difficulty and discriminating indices of each of
the test items were computed to further validate the instrument. The difficulty level ranged between 0.44
and 0.54 while the discrimination index ranged between 0.40 and 0.64.
3. Student’s mathematics knowledge test (SMKT)
This was made up of thirty (30) multiple choice items with four options. The questions are on
prerequisite Mathematics concepts for the understanding of chemical kinetics. The concepts are
integration, differentiation, surds, factorization, indices and logarithms. Five experts in the field of
mathematics education and test construction subjected the SMKT to face and content validity. The
reliability coefficient of the instrument was determined to be 0.80 using Kuder – Richardson formula 20
(KR20). The difficulty and discriminating indices of each test item were computed to further validate the
instrument. The difficulty levels ranged between 0.40 and 0.50 and the discrimination index ranged
between 0.45 and 0.60. The scores of the participants in the instrument was used to classify the them into
high medium and low mathematical achievers
4. Students attitude to chemical kinetics questionnaire (SACKQ)
This was a twenty-item questionnaire rated on a four-point likert type intervals scale ranging
from strongly agreed (SA) to strongly disagreed (SD). This instrument, which was developed by the
researcher, was validated by four secondary school teachers and four science education lecturers in
tertiary institutions. The reliability coefficient was calculated to be 0.76 using Cronbach alpha after the
administration of the instrument to a selected sample of SS II chemistry students in Ijebu-Ode Ogun state,
Nigeria.
5. Lesson notes on Chemical Kinetics
There were six lesson notes, which were prepared on weekly basis for the six weeks of treatment
for the study. The duration for each lesson was 80 minutes (Double period)
Procedure for data collection
The procedure for data collection was in three main phases and it lasted for eight weeks. The phases were:
Pre-test for the first one week
Treatment for the next six weeks
Post- test for the last one week of the eight weeks
Prior to the collection of data, the participating teachers and students were trained. The training
programme lasted for two weeks. The training of the teachers focused on the use of (STAD) cooperative
learning techniques and the different treatment conditions. The teachers of the students in the control
group were not given any special training.
The participants for the study were subjected to orientation activities on cooperative learning guide. The
students were taught the social skills and principles of intra-team cooperation in cooperative learning.
Pretest
The instrument were administered in the following order; students’ attitude to chemical kinetics
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questionnaire, followed by the achievement test on chemical kinetics and finally student’s mathematics
knowledge test. The attitude questionnaire was administered first in order to avoid the influence of the
chemistry achievement test on students’ attitude.
Treatment
(I) Experimental group
Treatment in this group involved the following steps.
- Teacher presented the topic in form of lecture, demonstration and discussion
- Students in five member heterogeneous academic teams within the group engaged themselves in
intensive cooperative study of the learnt materials by studying, workshops and drilling each other.
- Teacher gave questions on the topic to the students in form of quiz.
- Students answered the questions individually without assistance from their team mate.
- The average score of members of each team is calculated to find the team’s mark.
- The teacher recognized and rewards the best three teams.
- Teacher gave assignment.
Control group
Here students sat individually and not in group throughout the lesson.
The treatment for each lesson involved the following steps:
- The teacher presented the lesson in form of lecture and demonstrations.
- Students listened to the teacher and wrote down chalkboard summary.
- Students asked the teacher questions on areas of the topic that is not clear to them.
- The teacher asks the students questions and the students answered individually.
Post test
After six weeks of treatment, post-test was administered on the experimental and the control
groups. The SACKQ and the ATCK were re-administered again.
Data analysis
Analysis of Covariance (ANCOVA) was used to Analyse the data. Scheffe’s Pairwise
comparison was also used to establish the variation due to treatment and to locate for the source of
significance.
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Table 1: Summary of ANCOVA of post-test achievement scores of students’ by treatment and
mathematical ability.
Source of Variance Hierarchical Method
Sum of Squares df Mean Square F Sig.
Covariates 1267.081 1 1267.081 17.161 .000
Main effects (combined) 30197.93 5 6039.589 81.800 .000
Treatment 28133.26 2 14066.63 190.518 .000*
Math ability 1915.360 2 957.680 12.971 .000*
2 – way interaction combined 3088.156 8 386.019 5.228 .000
Treatment / mathematical ability 2405.801 4 601.450 8.146 .000*
Model 34899.69 18 1938.872 26.260 .000
Residual 20747.28 287 73.834
Total 55646.97 299 186.110
* P <. 05 Significant result
The result of the main effect of treatment in table 1 revealed that the effect of treatment on students’
achievement in chemical kinetics was significant at .05 alpha level (F = 190.516; P< 0.05). This implies
that the post-test scores of students in
chemical kinetics differ significantly in the experimental and control groups. Hypothesis 1a is therefore
rejected.
The multiple classification analysis (MCA) in table 2 showed the magnitude of post test, mean
achievement scores of the experimental and the control group.
Table 2: Multiple classification analysis of post-test achievement scores. According to treatment
and mathematical ability.
Grand mean=53.49
Treatment + N Unadjusted Adjusted for Unadjusted Eta Adjusted for Beta
factors & Deviation factors and
Category Mean
covariates covariates
Deviation
Mean
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Treatment
1. Cooperation 210 60.1636 61.16 6.67 0.657 7.67 0.754
2. Control 90 59.3889 60.23 5.89 6.74
Mathematics
ability
1. Low
78 50.3462 49.83 -3.14 -3.66
2. Medium
126 54.6984 53.32 1.20 -1.70
3. High
96 54.4583 56.68 0.96 0.137 3.19 0.191
Multiple R 0.752
R2
0.565
From Table 2 students in STAD cooperative group obtained a higher achievement score of (x = 61.16)
compared to that of the control (x = 60.23).
From Table 1 the main effect of mathematical ability on Students’ achievement in chemical kinetics is
significant (F = 12.971; P <.05). This means that there is a significant difference in the post test
achievement scores of the students of low, medium and high mathematical ability levels. Hence,
hypothesis 2a is rejected. Table 2 also revealed that students of high mathematical ability obtained the
highest achievement score (x = 56.68) followed by those of medium mathematical ability (x = 53.32)
while the student of low mathematical ability obtained the least achievement score (x = 49.83).
From Table 1, the 2 way interaction effect of treatment and mathematical ability on
Student’s achievement in chemical kinetics is significant (F = 8.146; P <.05).
Hypothesis 3a is thus rejected.
Table 3 revealed that there was a significant main effect of treatment on students’ attitude to chemical
kinetics F = 379.275; P <.05). The result implied that the post – test attitude scores of the students
exposed to the different treatment conditions were significantly different. Thus the null hypothesis (Ho1b)
was rejected.
Table 3: Summary of ANCOVA of post-test attitude scores of students according to treatment and
mathematical ability
SOURCES OF VARIANCE HIERARCHICAL METHOD
Sum of squares df Mean Square F Sig.
Covariates 7713.561 1 7713.561 111.294 .000
Main Effects (combined) 53404.05 5 10680.81 154.106 .000
Treatment 52573.69 2 26286.84 379.275 .000*
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Math ability 509.849 2 254.925 3.678 .026*
2 - way interaction
Combined 2341.253 8 292.657 4.223 .000
Treatment / Math Ability 2100.788 4 525.197 7.578 .000*
Model 63566.09 18 353.449 50.953 .000
Residual 19475.58 281 69.308
Total 8304.67 299 277.731
* Significant at P <0.05)
To find the magnitude of the post – test mean attitude scores of subjects exposed to treatment and control
the multiple classification Analysis (M.C.A.) presented in Table 4 was computed
Table 4: Multiple classification Analysis of post – test Attitude scores by treatment and
Mathematical Ability.
Grand mean=33.03
Treatment + N Unadjusted Adjusted for Unadjusted Eta Adjusted for Beta
factors & Deviation factors and
Category Mean
covariates covariates
Deviation
Mean
Treatment
1. Cooperation 210 52.3800 52.06 19.34 .829 19.03 .814
2. Control 90 21.0000 21.41 - 12.03 - 11.62
Mathematics
ability
1. Low
78 32.4231 34.16 - .61 1.12
2. Medium
126 30.9603 33.70 - 2.07 .137 .67 0.75
3. High
96 36.2500 31.23 3.21 - .80
Multiple R .858
2
R .736
From Table 4, students in the STAD group had the highest mean attitude score (x = 52.06) while the
Control group had (x = 21.41).
Table 3 showed that mathematical ability of students had a significant effect on their attitude (F = 3.678;
P <.05). This implied that students differ significantly in their attitude towards chemical kinetics across
the experimental group and the control. Hypothesis 2b is therefore rejected. MCA result of Table 4
showed that the low mathematical ability students as having the highest post – test mean attitude score (x
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9. 23
= 34.16) followed by the medium mathematical ability (x = 33.70) while the high mathematical ability
students had the lowest mean attitude score (x = 31.23).
Scheffe post – hoc analysis Table 5 revealed that each of the three possible pairs of groups was
significantly different from each other. This accounts for the observed significant effect.
Table 5. Scheffe post – Hoc Analysis of Effect of Mathematical Ability on students’ Attitude to
Chemical Kinetics according to mathematical ability.
Mathematical Ability X 1. Low 2. Medium 3. High
1. Low 34.16 * *
2. Medium 33.70
3. High 31.23 * *
*Pair of groups significantly different at P < .05
The result of 2 way interaction effects in Table 3 showed that there was a significant interaction
effect of treatment and mathematical ability on students’ attitude towards chemical kinetics (F = 7.578; P
< .05). Based on this finding hypothesis 3b is rejected.
Discussion of findings
The result that treatment has significant effect on students’ achievement and attitude towards
chemical kinetics showed that the treatment condition in this study i.e. STAD cooperative learning
strategy had the potentials to improve students’ learning outcome in secondary school chemistry. This
finding provided empirical support to earlier findings: Johnson and colleagues, (1981); Fu-yun-yu, 1998;
Udousoro (2000); Popoola, (2002) and Omoshehin (2004) that established that cooperative learning
strategy promoted better achievement and productivity than the conventional lecture method.
The study also revealed that there was statistically significanct main effect of mathematical
ability on students’ achievement in chemical kinetics. Students of high mathematical ability performed
better than those of medium ability that also performed better than those of low ability. This trend is the
same in both the experimental and the control groups. This result is in agreement with that of Spencer
(1996) who found that the more mathematical background a student has while taking chemistry the better
the student will perform in chemistry examination.
The study also showed that low mathematical ability students developed more positive attitude
than those of medium and high mathematical abilities. This can be
explained from the point of view that weaker students improve their performance when grouped with
higher achieving students in a cooperative learning environment (Cohen, 1994). This improved
performance leads to interest in the subject and positive attitude.
Conclusion and Recommendation
The findings of this study provides support for the efficacy of the STAD cooperative learning
strategy in the teaching of science as claimed by researchers (Johnson and Jhonson, 1994, 1999; Alebiosu
1998; Ojo, 1989; Fuyunyu, 1998; Esan, 1999; Adeyemi, 2002 and Omoshehin, 2004). The superiority of
STAD cooperative learning strategy over the conventional technique could be attributed to the fact that it
makes students develop more positive attitudes toward self, peer, adults and learning in general
(Omoshehin, 2004).
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The significant main effect of mathematical ability on students’ achievement and attitude to
chemical kinetics implies that only students with sound mathematical background will perform well in
quantitative aspect of chemistry. It is imperative therefore that mathematical ability of students should be
taken into consideration before allowing students to offer chemistry at the senior secondary school level.
It is therefore recommended that students with very low mathematical ability should not be allowed to
enroll for chemistry at the senior secondary school level. It is also strongly recommended that workshops
and seminars on cooperative learning strategies should be planned for chemistry teachers in secondary
schools.
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Volume 2/6 Winter 2009