DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION

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Start date: 2010Subject: search.filters.subject.Chemistry

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    Enhancing secondary school students' achievement in chemistry using explicit embedded and activity-based reflective strategies
    (Faculty of Education, Bayero University, Kano-Nigeria, 2023) Tella, A.
    This paper determined the effects of explicit embedded and activity-based reflective strategies on secondary school students' achievement in chemistry in Akinyele Local Government, Oyo State. The study comprised of Senior Secondary School II (SS2) chemistry students selected from six randomly selected secondary schools. Intact of SS2 chemistry classes were used in the study. The instruments used to collect data were Students' Organic Chemistry Achievement Test (r=0.80) and instructional guides. Data collected were subjected to the Analysis of covariance at 0.05 level of significance. The results revealed that there was significant main effect of treatment on students’ achievement in Chemistry (F(2,103>-225.97; p<0.05, partial η2=0.81). The participants in Activity- based Reflective Strategy (x= 16.86) performed better than their counterparts in Explicit Embedded Reflective Strategy (ẋ =15.33), and Conventional Strategy (ẋ =5.73). It was therefore recommended that explicit-embedded and activity-based reflective learning strategies should be adopted by the teachers in order to enhance their achievement in chemistry.
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    Effects of computer assisted instruction on senior secondary school students’ achievement learning outcome in chemistry in Osun State
    (Department of Teacher Education, Faculty of Education, University of Ibadan, 2010) Ige, T. A.; Tella, A.; Kareem, A.
    This study determined the effects of computer assisted instruction on senior secondary school students’ academic achievement in chemistry in Osun State. The moderating effect of students’ gender and attitude on students’ achievement was also examined. The study adopted one group pretest-posttest experimental research design. Three secondary schools provided with computer tablets by the state government of Osun were purposively selected for the study. Chemistry class was randomly selected in each of the three schools making a total of 152 students (male and female) participated in the study. Students pre and post-test Chemistry achievement scores and Students Attitude Questionnaire on Minicomputer Tablet (SAQMT) were used to collect data. Data were analyzed using Analysis of Covariance (ANCOVA). Five hypotheses were tested at 0.05 level of significance. Results showed that Computer Assisted Instruction has no effect on students’ academic achievement in Chemistry (F(1,151) = 2.129; P > 0.05). It was also revealed that gender and attitude have no effect on students’ achievement in Chemistry. The study therefore recommends that necessary skills in the use of computer tablet for teachers and students, which will assist teaching and learning with computer for students’ achievement.