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This study examined the relative effectiveness of Video Mediated Instruction (VMI) and Classroom Demonstration Technique (CDT) on the performance of students in practical Chemistry and also determined the effectiveness of these modes of instructions on the retention ability of the students. A pre-test, post-test control group design was used for the study. The population for the study comprised of Senior Secondary School Chemistry Students in Class Two (SSSII) in Akure South Local Government Area of Ondo State. A sample of eighty eight of the SSS II Chemistry students in two intact classes from two randomly selected secondary schools in the LGA was used for the study. The two intact classes were randomly assigned to the treatment and control groups. The treatment group was taught with Video Mediated Instruction (VMI), while the control group was taught with the Classroom Demonstration Technique (CDT). A pre-test was administered before treatment to determine the entry level of the students in the two groups. The teaching lasted for four weeks after which a post-test was administered. Two weeks later, a retention test was then administered. The data obtained were analysed using t-test statistics. The results showed that there was a significant difference in the performance of students in the two groups. Students taught with VMI performed significantly better than those taught with CDT only (t =, p<0.05) Also, there was a significant difference in the effectiveness of VMI in enhancing retention ability of students in practical Chemistry. The study concluded that VMI was European Journal of Education Studies-Volume 2 │ Issue 5│ 2016 80 effective in teaching practical chemistry (Volumetric Analysis) and that integrating CDT with VMI will allow students to learn better.
2021 •
This research attempts to compare the academic achievement of learners who were taught practical lessons in volumetric analysis using conventional materials in schools with equipped laboratory facilities and practical lessons in volumetric analysis taught using improvised materials as an alternative approach in schools without well-equipped laboratory facilities in Sidama zone, SNNPRS, Ethiopia. A control group was taught with the traditional method. Two schools were assigned in each group based on the purposive sampling technique, on the criteria whether the school had laboratory facilities and/ or not. The quantitative research method was employed in generating data through the blueprint of quasi-experimental non-equivalent group research design. Three instruments were used for data collection such as achievement test(ATQ),SQCL-questionnaire and TQ-questionnaire. SQC-questionnaire was administered to two hundred learners in both actual and alternative practical chemistry teaching ...
Unpublished Masters Thesis
EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGIES ON CHEMISTRY STUDENTS’ SCIENCE PROCESS SKILLS ACQUISITION AND ACHIEVEMENT IN KANO STATE2016 •
This study examined the effects of multimedia instructional strategies on chemistry students’ science process skills acquisition and achievement in Kano state. Six research questions and six null hypotheses guided the study. Researchers have revealed that students perform poorly in practical chemistry in spite of all that has been done to improve science teaching and learning in secondary schools. This situation could hamper their overall achievement in chemistry and therefore could cripple the realization of national goals for scientific and technological development. Literature has also shown that the use of innovative teaching methods such as multimedia instructional strategy could enhance science process skills acquisition and achievement in science, including chemistry. It is on this note that this study was carry out. The design of the study was quasi-experimental, specifically pre-test, post-test, non-equivalent control group design. A random sampling technique using balloting method was used in selecting three public senior secondary schools out of the sixty-five (65) secondary schools in Nassarawa Education Zone because of the experimental nature of the study. Eighty-one (81) students were used for the two experimental groups and thirty-nine (39) students were used for the control group. All the groups were intact classes. The instruments used in data collection are science process skills acquisition test (SPSAT) which is designed to assess the level of students’ science process skills acquired in qualitative analysis and qualitative analysis concepts achievement test (QACAT) which is to measure the level of knowledge attained in qualitative analysis concepts in chemistry. The instruments were validated by experts in chemistry education and measurement and evaluation based on content coverage, clarity, non-ambiguity, relevance and to the level of the students’ knowledge. Split half reliability technique was used to estimate the reliability coefficient of SPSAT. The scores were correlated using Pearson product moment correlation analysis and found to be 0.79.On the other hand, the reliability coefficient of QACAT was calculated using test, retest procedure of two weeks interval. The scores of the two tests were also correlated using Pearson product moment correlation and found to be 0.88. The data collected were analyzed using mean, standard deviation, t-test, analyzing of covariance (ANCOVA) and Scheffe post hoc test at 0.05level of significance. The findings of this study revealed that multimedia instructional strategy improved both the acquisition of science process skills and academic achievement better than the conventional laboratory method. The study also found that there is statistically significant difference between the two experimental groups.
Journal of Learning Science and Mathematics
Video-Based Learning in Chemistry Education: Exemplars, Issues and ChallengesIn learning chemistry, a teacher's approach has an impact on student's understanding of content and their motivation for learning. Many studies suggested integrating technology that includes video in teaching and learning may increase students' understanding, attention and interest in exploring scientific ideas. It is a worldwide demand for integrating technology in science teaching. This paper presents an analysis of the types of educational video that were used in the field of chemistry education as well as identification of exemplars, the advantages and disadvantage of each educational video, particularly in the field of chemistry. This review was done by a meta-analysis or systematic reviews of 260 studies published in peer reviewed journals in the year 2003 to 2017, as well as indexed in the Educational Resources Information Centre (ERIC), Taylor and Francis, Science Direct, Journal of Computer Assisted learning and Springer. From the analysis, there are five types of videos that were widely used in chemistry classroom teaching such as demonstration video, instructional video, simulation video, tutorial video and video games. In one hand, several advantages are identified: first, the use of educational video is self-accessible; second, interesting; third, safety for students to conduct the hazardous experiment. On the other hand, several barriers are identified: first, using educational video should be aligned with educational standards; second, limited hours of school; third, accessibility at school. The implications of these findings are explored and suggestion for future research are raised.
The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively.
Indian Journal of Educational Technology
Effectiveness of Instructional Strategy for Teaching Chemistry to VII standard2022 •
An experimental study was conducted to study the effectiveness of Instructional Strategy for Teaching Chemistry to VII standard. The instructional strategy consisted of teaching with the Concept Attainment Model (CAM) coupled with multimedia instructions. The objectives of the study were: (i) To study the effectiveness of the instructional strategy in terms of (a) Achievement of students in chemistry, and (b) Reaction of students towards the strategy, (ii) To study the effect of treatment, gender and their interaction on the achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate, (iii) To study the effect of treatment, style of learning and thinking and their interaction on achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate. The sample consisted of 50 students in a school in Bhopal. The random assignment of already formed classes to experimental and control groups was employed to examine the treatment effect. Data was collected by administering the Verbal Intelligence Test, Style of Learning and Thinking inventory and multimedia material of Edurite DigitALly version v.3.6.01 from Pearson Education Services. The Achievement Test in Chemistry and Reaction Scale was developed by the investigator. The findings of the study are: (i) The developed instructional strategy was effective in terms of students’ achievement in chemistry,(ii)The developed instructional strategy was effective in terms of students’ reactions towards the developed instructional strategy, (iii) The treatment produced a significant differential effect on the achievement of students in chemistry, (iv) Gender did not produce a significant differential effect on the achievement of students in chemistry, (v) The interaction of treatment and gender did not produce a significant differential effect on the achievement of students in chemistry, (vi) There was no significant differential effect of style of learning and thinking on the achievement of students in chemistry, (vii) The interaction of treatment and style of learning and thinking did not produce a significant differential effect on the achievement of students in chemistry. Keywords: Concept Attainment model, Multimedia instruction, chemistry teaching
2023 •
This study investigated effect of Multimedia Instruction and Experiential Learning Strategies on Chemistry students' performance in Obio-Akpor Local Government Area, Rivers State. This study adopted a quasi-experimental pre-test, post-test, non-equivalent group design. Three objectives, three research questions and three null hypotheses guided this study. The population of the study comprised of five thousand, five hundred and eighty seven (5,587) SS2 students. A sample of three schools was selected using multistage sampling technique with a sample size of one hundred and fifty four students. In each school, an intact class was used. The instruments for data collection were the Chemistry Performance Test (CPT) and Chemistry Retention Test (CRT). The instruments were validated by the researchers' supervisors, one Chemistry teacher and two experts in Measurement and Evaluation, University of Port Harcourt to ascertain the face, content and construct validity of the instrument. The reliability of the instrument was done using Kuder-Richardson-21 (KR-21) and a reliability coefficient of 0.84 was gotten for CPT. Mean, standard deviation and percentage were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test and analyze the hypotheses at 0.05 level of significance. The result showed that there is a significant difference between students exposed to Multimedia Instruction, Experiential learning and Discussion method in their performance in Chemistry at comprehension level and application levels. The findings showed that students performed better with multimedia instruction at both comprehension and application levels. It also revealed that female students performed better than male students at comprehension level and male students performed better at application level.
International Journal of Instructional Technology and Educational Studies
Effects of Virtual Laboratory Instructional Strategy on Students ‘achievement In Chemistry Practical among Senior Secondary Schools in Minna Metropolis, Niger State2021 •
Practical assist students gain understanding into scientific knowledge by acquiring a number of scientific skills, namely cognitive, manipulative and motivational required to enhance performance. This study was done to evaluate the influence of instructional strategies in chemistry practicals on performance in chemistry in secondary schools. The objective of the study was to evaluate the influence of teaching strategies in chemistry practicals on performance in chemistry subject. The study was carried out in Narok County of Kenya. The selection of the area of study was necessitated by its dismal performance in KCSE chemistry subject which also lacked internal consistency as from the year 2012 to 2017. Pragmatism research philosophy was used. A descriptive survey plan was utilized where a sample of three hundred and seventy-seven respondents were picked in a random manner from chemistry teachers and students of Form three class from one hundred and forty five public secondary schools. Data was gathered together using questionnaire, interview and observation schedule. Additional information was obtained from analytical study of documented work. Data was analyzed using statistical package for social science (SPSS) and Analysis of Variance (ANOVA) to test hypotheses. The findings of the study indicated that lecture, demonstration, practical with no supervision was utilized. Assessment of students as they perform practical was done occasionally. Discussion method was utilized to a small extent and questions were asked occasionally. Teaching methods used are not student motivating which translated to low performance in majority of the schools. The ANOVA results indicated that teaching methods are significant to performance in chemistry (P<0.05). The study concluded that teaching method has significant influence on performance in chemistry. It recommended that there is need to adopt innovative instructional methods like computer based learning, simulation and guided inquiry laboratory to enhance content mastery of chemistry concepts for better performance. The results will be beneficial to the Ministry of Education Science and Technology, Donor community, teachers, students and researchers who will do more to realign measures for effective content delivery in Chemistry.
The study investigated the effect of teachers' instructional methods on students learning outcomes in selected senior secondary school in Kaduna, Nigeria Two instructional methods (Demonstration and Lecture) were used on target population of one thousand nine hundred and eleven (1,911) senior secondary (S.S. II) Science Students. The sample consist of 100 Students randomly drawn from two coeducational senior secondary schools within Kaduna North LGA. The students were divided in to two groups: The experimental group and the control group of 50 students each based on a categorization test to ascertain the equivalence of the group. The pretest-posttest quasi-experimental control group design was adapted. The students in the experimental group were exposed to Demonstration Method, while those in the Control group were exposed to the lecture instructional strategy for a period of three weeks. The instrument developed and validated for data collection was Chemical Bonding Performance Test (CBPT). Four research questions were stated and four null hypotheses were tested. The data collected were analyzed using mean, standard deviation, t-test and ANOVA at 0.05 level of significance. The major findings from the study shows that there is significant difference in learning outcome on students exposed to demonstration and lecture strategies used to teach chemistry (tcal = 0.774 >tcrit = 0.443 and Fcal = 0.771 > Fcrit = 0.710 at P<0.05) and there is no significant difference in the academic performance of both male and female students exposed to demonstration instruction in teaching chemistry (tcal = 0.177 < tcrit = 0.861 and Fcal = 0.728 < Fcrit = 0.781 at P<0.05). Findings from present study suggest that Chemistry teachers should incorporate demonstration method for teaching at senior secondary school level so as to enhance academic performance and also Curriculum planners should recommend and ensure demonstration method is used for teaching chemistry at senior secondary school among others.
Revista do Instituto de Medicina Tropical de São Paulo
Prevalence of entamoeba histolytica/entamoeba dispar in the city of campina grande, In Northeastern BrazilCellular and Molecular Life Sciences
Introduction to the multi-author review on macular degeneration2017 •
2018 •
Moroccan Journal of Chemistry
Mild steel corrosion inhibition by some heteroatom organic compounds in acetic acid medium2020 •
Food Analytical Methods
Dilution of QuEChERS Extracts Without Cleanup Improves Results in the UHPLC-MS/MS Multiresidue Analysis of Pesticides in Tomato2021 •
2010 •
Proceedings of the fifth conference on Applied natural language processing -
Mixed-initiative development of language processing systems1997 •
Agronomía Mesoamericana
El banco de propágulos de malezas en el agroecosistema: conocimiento actual y propuesta metodológica para su estudio2006 •
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Aprender a través de enseñar: análisis de la experiencia de tutores de estudiantes con discapacidad sensorial o motora, en un contexto universitario2014 •
Metallic Materials
Microstructure decomposition and unique mechanical properties in an ultrafine-grained Al-Zn alloy processed by high-pressure torsion2016 •
Jurnal Kedokteran Meditek
Ekspresi Protein FoxO1 dan Gen Glukosa 6 Fosfatase pada Tikus dengan Diet Restriksi Vitamin B12Kumpulan Artikel Karya Ilmiah Fakultas Ilmu Komputer
Implementasi Teknik Binary Search Tree Pada Pencarian Data Penduduk2021 •
2018 •
EPIGRAM (e-journal)
Strategi Pemasaran Hotel Kollektiv Bandung Pada Masa Pandemi COVID-192018 •