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.
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.
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.
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
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.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
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.
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.
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
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.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
Chemistry Students Assessment of Their Chemistry Teachers Usage of Ncce Pedag...iosrjce
This study assessed the students’ assessment of their chemistry teachers’ usage of the eleven
pedagogical methods in the National Commission for Colleges of Education (NCCE) benchmark. It also
assessed the influence of college ownership and gender on the usage. The study was carried out in Federal and
State owned Colleges in the five States in South-East zone of Nigeria. The sample for the study comprises of two
hundred (200) final year chemistry students drawn from the seven Colleges in the five States in the zone. Three
research quests and three hypotheses guided the study. 55-item questionnaire constructed by the researcher
from the eleven pedagogical methods in the Benchmark was used as instrument for data collection. This
instrument was validated by experts in the field and reliability sought and established using Cronbach alph
technique and was found to be 87. Data collected were analysed using means and standard deviation for
research questions and independent t-test for hypotheses at 0.05 level of confidence. The results obtained
showed that out of eleven methods only four (demonstration experimental, discussion and lecture methods) were
used regularities by teachers during classroom instructions. All other seven methods were not adequately used.
Gender and college ownership have no remarkable influence on the usage of these methods. Recommendation
for the usage of all the methods was made
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
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.
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.
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.
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.
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.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology ResearchMd. Mehadi Rahman
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students’ HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students’ HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and
female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
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.
Chemistry Students Assessment of Their Chemistry Teachers Usage of Ncce Pedag...iosrjce
This study assessed the students’ assessment of their chemistry teachers’ usage of the eleven
pedagogical methods in the National Commission for Colleges of Education (NCCE) benchmark. It also
assessed the influence of college ownership and gender on the usage. The study was carried out in Federal and
State owned Colleges in the five States in South-East zone of Nigeria. The sample for the study comprises of two
hundred (200) final year chemistry students drawn from the seven Colleges in the five States in the zone. Three
research quests and three hypotheses guided the study. 55-item questionnaire constructed by the researcher
from the eleven pedagogical methods in the Benchmark was used as instrument for data collection. This
instrument was validated by experts in the field and reliability sought and established using Cronbach alph
technique and was found to be 87. Data collected were analysed using means and standard deviation for
research questions and independent t-test for hypotheses at 0.05 level of confidence. The results obtained
showed that out of eleven methods only four (demonstration experimental, discussion and lecture methods) were
used regularities by teachers during classroom instructions. All other seven methods were not adequately used.
Gender and college ownership have no remarkable influence on the usage of these methods. Recommendation
for the usage of all the methods was made
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
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.
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.
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.
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.
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.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology ResearchMd. Mehadi Rahman
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students’ HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students’ HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and
female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
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.
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.
The International Journal of Engineering and Science (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.
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.
The International Journal of Engineering and Science (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.
The International Journal of Engineering and Science (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.
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.
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.
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.
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.
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.
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.
The International Journal of Engineering and Science (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.
Effectiveness of Synectics Techniques in Teaching of Zoology at Higher Second...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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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.
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EFFECTS OF COMPUTER-BASED SIMULATIONS TEACHING APPROACH ON CHEMISTRY SELF-CON...IJITE
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
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self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
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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
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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
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Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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The International Journal of Engineering and Science (The IJES)
1. The International Journal Of Engineering And Science (IJES)
||Volume||2 ||Issue|| 7 ||Pages|| 30-34||2013||
ISSN(e): 2319 – 1813 ISSN(p): 2319 – 1805
www.theijes.com The IJES Page 30
Effect Of Multiple Intelligence Teaching Strategies On Students
Achievement and Retention In Chemistry.
BY
1,
Emendu, Nnamdi B. Phd, 2,
Udogu, M. Phd
1,2,
Chemistry Dept. School of Science Nwafor Orize college of Education
Nsugbe, Anambra State Nigeria.
-----------------------------------------------------ABSTRACT-----------------------------------------------------
This quasi-experimental research work was carried out to investigate the efficacy of multiple intelligence
teaching strategies (MITS) in enhancing chemistry students’ achievement. This method was compared with the
normal conventional teaching method. Two co-educational secondary schools were selected from urban area of
Onitsha educational zone for this study. Chemistry students from one of the two schools were taught chemistry
using multiple-intelligence teaching strategy (MITS) who served as the experimental group while the other
students from school received instructions through conventional method and served as the control group. The
sample size was eight-eight (88) SSII chemistry students who received instructions from selected topics from SS
II chemistry syllabus. After the treatment, students who have been pre-tested were posted-tested and this posting
testing was repeated after four weeks to monitor knowledge retention. Using teacher made achievement tests the
data obtained were subjected to analysis using means, SD, and analysis of ANICOVA at 0.05 significant level.
Based on the result finding, discussions, implications, suggestion and recommendation were made.
-------------------------------------------------------------------------------------------------------------------------------------
Date of Submission: 9 July 2013 Date of Publication: 7,Aug ,2013
-------------------------------------------------------------------------------------------------------------------------------------
I. INTRODUCTION
Science education has been used as a veritable instrument for social change to being about socio-
economic development and empowerment all over the world. The application of science education to real life
problems is the most powerful instrument for enabling society to face global challenges and innovations in
education (Animalu 2000). This is why Eze (2010) maintained that science education is at the centre of
empowerment of students toward self-reliant and industrial skills that are needed for survival especially in this
era of global economic crisis.
It has been discovered through researches, that the science of chemistry is the pivot upon which all
other sciences and technology are attached (Jantur,2005). The power of chemistry is what creates as a whole an
enabling infrastructure that delivers food, medicine and materials (Ezehora 2009).This is why chemistry is often
called “the central science” because it connects the other natural sciences such as astronomy, Geology, Physics
and Biology. What on earth is not chemistry? Chemistry is life, chemistry rules the world and therefore referred
to by Ibole (2000) as the oracle of modern science chemistry is concerned with finding out about the materials
around us and turning then to our needs.
It is in realization of the powers of science education and chemistry in particular as one of bed rock of
sustainable development in any nation that educators and researching are highly challenged to discover more
authentic pedagogical methods that will enhance teaching and learning generally and chemistry in particular
there is therefore serious search for pedagogical methods that will adequately develop students’ over all
potential, assess and report students’ achievement more appropriately. There are many active learning strategies
that could be used or have been used in the chemistry classroom that are student-centered like experimentation,
demonstration, discovery, concept-mapping and soon. Apart from these, greater percentages of chemistry
students still show sign of low skill acquisition, low chemistry concepts understanding. This is a clear indication
that there are latent-potentials in students which these methods some times are not able to develop (Duru and
Okereke, 2010).Chemistry being one of the major complex science subjects needed to be taught by more
competent teachers using a more powerful strategy that will touch all students’ potentials thorough engagement
in holistic tasks. It is on this premise that the researchers has pinpointed multiple intelligence teaching strategy
(MITS) which is in sharp contrast to the traditional approach of understanding and expressing ones
2. Effect Of Multiple Intelligence Teaching…
www.theijes.com The IJES Page 31
intelligence. Multiple Intelligence teaching strategy (MITS) is a new trajectory against the long lived
conventional methods of teaching and judging student’s intelligence based on ability to solve problems, Uhuze
logic and think critically. It is an old way of lumping ones intelligence together under one label of raw
intelligence (Duru and Okekeke 2010).Kagan (2008) posited that student should be taught based on their ability
and ways of learning. Active and involved teaching is a step towards students’ academic success. Multiple
intelligence teaching strategy recognizes that each student possesses these intelligences, but they are not always
developed well or effectively. This technique asks the question, in what ways are students smart, rather than, are
they smart. Teachers can activate the less-pronounced intelligences in students by carefully diversifying the
strategies. Child centered teaching, open- ended projects, cross-curricular activities, independent study, learning
centre activities, multi model work, group projects, discovery learning are some of the techniques that embrace
Gardner’s theory of multiple intelligence teaching.
II. PROBLEM OF THE STUDY
In spite of efforts through research into the strategies to improve performance of students in chemistry,
the teaching and learning of chemistry have continually receive criticism from the society as a result of students’
poor achievement in external examinations (Chief examiners WAEC Report 2005). This weakness in students’
achievement was attributed to students’ weakness in comprehending some chemistry concepts, representing
concepts in tables, graphs, diagrams and a manipulation of equipment and materials. There is therefore a
compelling need to try a new approach in chemistry teaching that will improve the performance profile of
students at all levels as well as promoting cognitive acceleration that will guarantee productivity and face global
challenges. This study is programmed to determine the efficacy of Multiple Intelligence Teaching Strategy in
Enhancing Students’ Achievement and Knowledge Retention in Chemistry as compared with conventional
approach.
2.1.PURPOSE OF THE STUDY
1. To compare the strengths of multiple intelligence teaching strategy and conventional approach in enhancing
students achievement in chemistry.
2. To compare the strengths of the above two methods of approaches in enhancing knowledge retention ability
of students in chemistry concepts.
2.2.HYPOTHESES
The following hypotheses were stated to guide the study.
1. There will be no significant difference in the means scores of students taught chemistry using multiple
intelligence teaching strategy and those taught using conventional approach.
2. There will be significant difference in the mean scores on knowledge retention ability of students taught
chemistry using the above two method. (MITS and CM).
III. METHODOLOGY
Design - The design for this study was a pre-test-post-test quasi experimental and control group design.
The groups were exposed to different treatment conditions.
3.1.POPULATION/SAMPLE
The population was all SS II chemistry students. Out of about 18 government owed secondary schools
in Onitsha North Local Government Area of Anambra State, only two schools were purposively selected for the
study. The selected schools were all mixed type (boys and girls). The schools were random assigned to
treatment conditions. The schools which receives instruction using Multiple Intelligence Teaching Strategy
(MITS) served as Experimental group, while the other school that receives instructions through conventional
method (CM) served as the control group.
Table I - Distribution of subjects by treatment group
MITS CM
School
Mixed typed
Experimental group (E)
47 40
Control group (C)
41 42
3. Effect Of Multiple Intelligence Teaching…
www.theijes.com The IJES Page 32
3.2.INSTRUMENTATION
The teacher- made tests from selected topics in SS II chemistry Syllabus were made and used as the
main instrument for this study. The tests were I, II, and III. Test I was a 40 item multiple choice test of four
options, two essay questions and two practical exercises that will involve (a) Setting up of equipment (b)
manipulation of equipment (c) Observation of process (d) Measurements to obtain data (e) plotting of graphs
and calculations. The test I was used as for a pretest to ensure equivalency of the groups. Test II was a
rearranged version of test I which serves as an immediate post-test to measure achievement. Test III was a
further rearranged version of test I after four weeks which was used to monitor knowledge retention ability
(retention test). These tests were made to cover the three domains of bloom’s objectives.
IV. VALIDATION OF INSTRUMENT
The researcher made sure that the tests was content validated by expected colleagues in the field. After
a pilot study, the test scores obtained were used to characterize the instrument using split –half, odd-even plot
reliability technique and person’s product moment correlation formula. Its reliability coefficient was fixed at
0.84.
4.1.PROCEDURE PRE-TEST SESSION
Before the commencement of the main treatment, pre-test was administered to both experiment and
control group to ascertain the group equivalency.
4.2.TREATMENT SESSION
The experimental group students received instructions utilizing their multiple intelligence. This is done
by engaging students in groups in activities such as use of concept maps to classify, categories and connect
abstract relationship between concepts eg concept of electrolytes and non-electrolytes; separation of components
of mixtures; determination of solubility of salts; preparation of gases eg CI2 and NH3; drawing of periodic chart
as project. While the control group students are taught the same topics through teacher centre or teacher-
directed lessons, on the over head, notes on the board, practice problems from the text book and teacher-
demonstrated experiments. The whole exercise lasted for total of eight weeks of two lessons a week to give a
sum of sixteen lessons on the whole. Finally, all the groups were given the post- test to measure achievements.
After four weeks, test III was administered to both groups to measure knowledge retention. The teachings of the
two groups were done by the two researchers who presented themselves as subordinate teachers to the selected
schools. These are to ensure non-jeopardization of the results
4.3. DATA ANALYSIS
The scores obtained from post-tests were processed using ANCOVA as the main statistical tool at 0.05
level of significant.
4.4 .RESULTS PRESENTATION
Hypothesis I The will be no significant difference in the means score of students taught chemistry using
multiple intelligence teaching strategy and those taught using conventional approach.
Table 2 Presentation of means scores and standard deviation of both experimental and control groups on pre-
test, and knowledge retention test. N = 88
Types of Test Experiment (e) Male & Female Control C Male & Female
Mean pre-test score
S.D
Mean post-test score
S.D
Mean post-test score of
knowledge retention test
S.D
7.81
1.27
54.39
2.19
49.81
3.17
8.14
2.07
42.04
3.01
31.74
3.28
Table 2 above indicates that experimental group performed better than the control group as shown by the values
of means and standard deviations but one cannot say whether these differences observed is significant or not
4. Effect Of Multiple Intelligence Teaching…
www.theijes.com The IJES Page 33
Table 3 A summary of Analysis of covariance, examining the effect of methods on achievement using pre-test
scores as a Co-varnate
ANCOVA Summary of Post-test Scores of (E & C).
Between Within Total
Sum of squares Y
Sum of squares X
Sum of Products
Degree of Freedom
Adjusted sum of squares Y
Degree of freedom adjusted Sum of
squares varance estimate
2.13.38
243.17
53.11
23.34
14.28
12.19
2 -1 =1
K – 1 = 1
22.10
1
24.10
2004.69
211930
1079.47 =
1703.19
894.60 =
909.54
82-2 =80
N- K = 86
296.59
82 – 3
N – K – 1 = 79
5.02
2362.47
1726.53
921.73
81
87
1 + 79 =80
86
F = 24 .10
5. 02
F Calculated = 4.81
F Critical = 3. 07
Key Y = post-test scores
X = pretest scores
K = No of groups involved
N = No of subject involved.
Table 3 above showed that, the experimental group performed significantly better then the control group size the
observed F value is greater than the table value. Teaching chemistry using MITS makes for better achievement.
Hypothesis II:- There will be significant difference in the mean scores on knowledge retention ability of
students taught chemistry using the above two method. (MITS and CM)
Table 4 Summary of Analysis of covariance of the post test of (E & C) on knowledge retention
Between Within Total
Sum of squares Y
Sum of squares X
Sum of products
Degree of freedom
Adjusted sum of squares Y
Degree of freedom for adjusted sum of
squares
Variance estimates
109 .10
16 . 17
- 11. 10
K – 1 = 1
18. 88
1
18 .80
398.91
209.31
209.90
N – K = 86
284 .10
N- K – 1 = 85
4 .03
508.01
225.48
220.00
87
86
F = 18. 88
4.03 = 4.72
F Calculated 4 . 72
F Critical 3. 07
From the table above one may conclude that MITS makes for knowledge retention in students since
F calculated > F critical
5. Effect Of Multiple Intelligence Teaching…
www.theijes.com The IJES Page 34
V. DISCUSSION
The results show that the experimental group performed significantly better than the control group as
indicated by the values of the F – critical and calculated. The results also indicated that the multiple Intelligence
teaching strategy has more power in aiding students retained the knowledge they have gained. This enhance
performance of the experimental group was as a result of the completely engagement of students in a holistic
tests in class from the beginning to the end of the lesson. Hence, Okebukola 2002) maintained that human
beings have multiple intelligence which can be natured and strengthened to enhance performance. This means
that the use of lecture or conventional method does not allow teachers of science to place equal attention on
individuals. This was well with Gardners’ idea that children develop and learn differently and maintained that
the strategies employed in teaching should reflect the changing view point otherwise many children who have
gifts in other intelligences that do not receive much reinforcement in the class will end up being labeled learning
disabled. Gardner who developed theory about multiple intelligence strategy based on multiple skills and
abilities presumed positive correlation between the use of multiple – intelligence strategies and the increase in
academic achievement. His idea was in consonance with the research studies carried by Armstrong (1994),
Santrock (2004), Campbell and Dickson (1998) who reported progress in using multiple – intelligences to
develop students’ potentials and judge their intelligences.
VI. CONCLUSION
It was noted that MITS is a good and powerful method of developing students’ potentials and judging
students’ intelligence using variety of ways. If properly used to teach students, it could enhance Students
achievements. Implication of the finding as stems from Gardner’s theory of Multiple Intelligence include:-Many
kinds of abilities exist in the learners. Teachers have the challenge to enrich their learners lives by identifying,
developing and celeb rating the diverse attributes of each learner. Teachers have the challenge to enhance
future intellectual capabilities of the learners no matter what a child’s present capabilities area.
VII. RECOMMENDATIONS
Based on the findings and implications. Teachers should be trained through workshops, seminars and
conference on how to integrate and use MITS in teaching science especially chemistry in order to enable
students learn in a variety of ways. Policy makers and curriculum designers should incorporate the use of MITS
in producing curriculum materials. Students should be encouraged by parents at home and teachers in School to
embrace MITS learning in order to develop their potentials.
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