scholarly journals EFFECT OF IMPROVISED INSTRUCTIONAL MATERIALS ON CHEMISTRY STUDENTS’ ACADEMIC RETENTION IN SECONDARY SCHOOL

2021 ◽  
pp. 19-31
Author(s):  
Nnanna Ibe ◽  
◽  
Maxwell Obikezie ◽  
Rebecca Chikendu ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Knowledge Retention ◽  
Instructional Materials ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chemistry Students ◽  
Anambra State ◽  
Research Questions ◽  
Academic Retention ◽  
Experimental Group

This study investigated the effect of improvised instructional materials on chemistry students’ academic retention in secondary school. It covered the topics; acids, bases and acid- base reactions. Two research questions and two hypotheses were used to guide the study, relevant literatures were also reviewed. The study was carried out in Awka education zone in Anambra State. The population of the study consists of 8,583 SS1 chemistry students in the zone. The sample size for the study comprised of 192 SS1 chemistry students. The study adopted quasi-experimental design. Four purposively selected co-educational schools were used for the study of which students of chemistry in two schools were assigned to experimental group which received treatment of involvement in teaching chemistry using improvised instructional materials and the other two schools were assigned to control group which were taught using standard instructional materials. Twenty- five (25) Chemistry retention test (CRT) was used as the instrument. The instrument was validated by expert in science education department and educational foundation. CRT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficient of 0.81. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that, students taught chemistry with improvised instructional materials significantly achieved more than those taught with standard instructional materials. Also, there was high knowledge retention on the experimental group than the control group. There was no interaction effect of gender and type of instructional materials on students’ retention in chemistry. It was recommended that teachers in the teaching field should be trained on the skills of the use of improvised instructional materials. Based on the findings of the study, it was concluded that the use of improvised instructional materials in teaching of chemistry improve the academic retention of students in chemistry.

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

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

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

scholarly journals Effects of Meditation Technique on Test Anxiety Among Secondary School Students in Anambra State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 271
Author(s):  
Chinyelu Nwokolo ◽  
Obianuju Blessing Mokwelu ◽  
Uche Eva Eneasator
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Analysis Of Covariance ◽  
School Students ◽  
Anambra State ◽  
Meditation Technique ◽  
Quasi Experimental ◽  
Research Questions

Test anxiety constitutes a serious academic impediment to lots of students in schools. This study investigated the Effects of Meditation technique on test anxiety among secondary school students in Anambra State, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental research was adopted in carrying out the study. A sample size of 101 adolescents was chosen from a population of 475 adolescents in SS2 with test anxiety. The sample was derived from two schools selected using purposive sampling technique based on the number of students that scored high on Test Anxiety Inventory. Data relating to research questions were analysed using statistical Mean while data relating to hypothesis was analysed using Analysis of Covariance (ANCOVA). Findings from the study revealed among others that though the reduction of secondary school students’ test anxiety after meditation technique differed significantly with that of the conventional counselling group, meditation technique was not effective on secondary school students’ test anxiety. It further revealed that meditation technique reduced the secondary school students’ test anxiety. Based on the findings, implications of the study were noted and recommendations made that since the technique meditation was found not to be effective, but significantly reduced the test anxiety of the participants, the technique should not be used alone by the guidance counsellors in helping clients, especially students in overcoming their test anxiety in schools.

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

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

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

scholarly journals EFFECTS OF YOGA PRACTICE ON LEARNING BEHAVIOUR AND ASSERTIVENESS AMONG SCHOOL CHILDREN IN TAMILNADU

YMER Digital ◽  
2021 ◽  
Vol 20 (12) ◽  
pp. 636-642
Author(s):  
V YOGANANDHAN ◽  
◽  
Dr. M RAJAVELU ◽  
Keyword(s):  
Secondary School ◽  
School Children ◽  
Experimental Period ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Yoga Practice ◽  
Learning Behaviour ◽  
Group I ◽  
Significant Difference ◽  
Experimental Group

The purpose of the present study was to find out the effect of yoga practice on learning behaviour and assertiveness among school children of Tamilnadu. For this purpose, ninety male adolescents studying in socially backward region of Tamilnadu, with the age group of 15 to 17 years who were studying in Nandanar Boys Higher Secondary School, Chidambaram (Cuddalore District), Government Boys Higher Secondary School, Vallalapatty, Madurai (Madurai District) and Government Boys Higher Secondary School, Thiruvannamalai (Thiruvannamalai District), were chosen as subjects. They were divided into two equal groups, each group consisted of forty-five subjects, in which experimental group - I underwent yoga practice and experimental group - II acted as control that did not participate in any special activities apart from their regular curricular activities. The training period for the study was five days (Monday to Friday) a week for twelve weeks. Prior to and after the experimental period, the subjects were tested on learning behaviour and assertiveness. Learning behavior was surveyed by the Jegadheesh Srivastava learning behaviour Questionnaire and Assertiveness was surveyed by Rathu’s Assertiveness inventory. The Analysis of Covariance (ANCOVA) was applied to find out any significant difference between the experimental groups and control group on selected criterion variables. The result of the study shows that the yoga practice group was significantly improved the learning behaviour and assertiveness when compared with the control group.

scholarly journals The Effect of Thanatology Intervention Programme on Knowledge and Attitude of Secondary School Students in Anambra state Nigeria

2021 ◽  
Author(s):  
Nkiru Onyinyechukwu NNAEMEZIE ◽  
J.O. OKAFOR ◽  
IFEDIORA UCHENNA LOVETH ◽  
ARINZE C.R
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Intervention Programme ◽  
School Students ◽  
Control Group Design ◽  
Anambra State ◽  
Knowledge And Attitude

Abstract Introduction: The manner in which a child would cope with dying and death situation would be determined by what the child already know and what knowledge concerning thanatology the child had been exposed to previously. This study was concluded to determine the effect of thanatology intervention programme on knowledge and attitude of secondary school students in Anambra State Nigeria. Method: The study was delimited to Awka South Local Government Area of Anambra State. Quasi-experimental pre-test, post-test control group design was used on 282 junior and senior secondary school students selected from four secondary schools which included two private schools and two public schools and they were divided into control and experimental groups. The research instrument was a researcher-developed instrument on knowledge and attitude towards thanatology. Mean and standard deviation was used to answer research questions. Analysis of Covariance (ANCOVA) was used to answer the hypotheses at 0.05 level of significance. Results: The results of the study revealed that there was an increasein the knowledge and attitude of secondary school students after the thanatology intervention programme. Conclusion: Based on the various findings of the study, it was concluded that thanatology has great effect on the students’ knowledge and attitude. Furthermore, it is recommended that thanatology should be taught both informally and formally to help remove or control the fear of dying and death in them.

Effect of Metacognitive Scaffolding Teaching Strategy on Secondary School Physics Students’ Achievement and Attitude to Thermal Energy

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
P.A. Agu ◽  
C.O. Iyamu
Keyword(s):  
Secondary School ◽  
Thermal Energy ◽  
Teaching Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Teachers ◽  
Physics Students ◽  
Research Questions ◽  
Metacognitive Scaffolding ◽  
Secondary School Physics

This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study asked two research questions and postulated two null hypotheses which were tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2,699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two intact classes having 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better than those physics students taught using conventional teaching method. Also, physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterparts in the control group. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

scholarly journals CAN CONFERENCES AND MODELLING STRATEGIES IMPROVE STUDENTS’ INTEREST AND ACHIEVEMENT IN ESSAY WRITING?

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Titus Terver Udu ◽  
Naomi James Gwang
Keyword(s):  
Achievement Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Writing Conference ◽  
Modelling Strategies ◽  
Research Questions ◽  
Experimental Group ◽  
Teacher Modelling

The study reported here was on the effects of writing conference and teacher modelling strategies on Senior School Two (SS2) students' interest and achievement in essay writing. The study used quasi experimental design of the non equivalent pre-test/post-test experimental-control group subtype. From a population of 9,244 senior secondary students in 5 Local Government (LGAs) of Central Education Zone of Plateau State, a sample of 95 students was selected from two intact classes using a multi-stage sampling technique. One of the sampled classes formed Experimental Group One while the other formed Experimental Group Two for an experiment that lasted for a duration of six weeks. The study was guided by two research questions and two hypotheses. Two instruments namely Writing Achievement Test (WAT) and Questionnaire on Students’ Interest in Essay writing (QSIEW) were used for data collection.. Data collected were analysed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings revealed that both strategies enhanced students’ achievement in essay writing. However, students taught essay writing using writing conference strategy outperformed their counterparts taught using teachers’ modelling in assigned writing tasks and tested in the writing achievement test. The finding further indicated that students taught via conference strategy gained significantly higher mean interest rating than those taught using teacher modelling strategy. Based on the findings, the study recommended that combining writing conferencing and modelling strategies in the teaching of essay writing could bring about increased interest in writing and better writing outcomes among secondary school students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals Effectiveness of Enriched Demonstration and Lecture Instructional Strategies on Senior Secondary School Students’ Achievement in Chemistry

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawrence Achimugu
Keyword(s):  
Secondary School ◽  
Instructional Strategies ◽  
Relative Effectiveness ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’ achievement in Chemistry. To achieve this, two research questions and three hypotheses were formulated to guide the study. Quasi-experimental design: specifically the pre-test, post-test, non-equivalent and non-randomized control group was adopted for the study. A total sample of one hundred and sixty-six (166) SS 1 students, drawn using multi-stage sampling technique were used for the study. The instrument used for data collection was Chemistry Achievement Test (CAT, r=0.82). Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses. Findings from the study revealed that: there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy; there is no significant difference between male and female students exposed to the three modes of instructional strategies; and there is no significant interaction effect between the instructional strategies and gender. It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions, among others. 

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

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

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

Effect of Concept Mapping on Secondary School Students’ Achievement and Retention in Physics in Enugu State.

2019 ◽  
pp. 52-61
Author(s):  
Anamezie R.C.
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Research Questions ◽  
Enugu State ◽  
Senior Secondary

This study sought to determine the effect ofconcept mapping on secondary school students‟ achievement and retention in physics. Four research questions and six hypotheses guided the study. Pretest-posttest non randomized control group design was adopted for the study. The study was conducted in Agbani education zone of Enugu State, where a sample of one hundred and fifty-six (156) senior secondary school one (SSS 1) students was drawn from four intact classes. Technique adopted for sampling was purposive multistage stratified random sampling. Instrument used for data collection was Physics Achievement Test (PAT). The instrument was constructed by the researcher and validated by three research experts. PAT yielded a stability coefficient of .71 obtained through test –retest approach. PAT also yielded a reliability coefficient of .65 obtained by Kudar-Richardson 20 formula. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Covariance (ANCOVA). Major findings of the study showed that the experimental group achieved higher and retained more physics than their counterparts in the control group. Also male and female students did not differ significantly in their achievement and retention in physics. It was recommended that concept mapping be used in teaching secondary school physics.

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