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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.
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.
The study determined the effects of cooperative, competitive and individualistic classroom interaction patterns on the performance of secondary school students in Physics. It also examined the moderating effect of gender on dependent measure. The study adopted the pretest, posttest, control group quasi experimental design. The sample consisted of 214 senior secondary school I students (104 males and 110 females) from four intact classes randomly selected in two local government areas of Ogun State using the cluster sampling technique. The classes were randomly assigned to one control group and three experimental groups. The experimental groups were Cooperative Interaction Pattern (COIP), Competitive Interaction Pattern (CMIP), and Individualistic Interaction Pattern (IDIP) while the Conventional Method of Teaching (CVMT) served as the control group. The instrument titled “Physics Achievement Test (PAT)” was used to collect data for the study. Data collected were analysed using t-test and F-statistics. The results showed that the academic performance of secondary school students in Physics was significantly influenced by each of the classroom interaction patterns of Cooperative (t= 23.04, p< 0.05); Competitive (t= 18.18, p< 0.05) and Individualistic (t= 16.10, p< 0.05). The results also showed that there was no significant difference between the performance of male and female students taught using each of the interaction patterns of Cooperative (t= -0.531, p>0.05); Competitive (t= -0.278, p>0.05), and Individualistic (t=0.523, p>0.05). The results further showed that there was significant effect of COIP (t=6.77, p<0.05) and IDIP (4.02, p<0.05) on students’ retention ability but there was no significant effect of CMIP (t=0.98, p>0.05) and CVMT (t=1.23, p>0.05) on the retention ability of the students. The study concluded that the cooperative classroom interaction pattern should be used in Physics classroom as it could improve students’ learning in Physics.
Journal of global research in education and social science
RELATIVE EFFECTIVENESS OF PEER TUTORING AND THINK-PAIR-SHARE STRATEGIES IN IMPROVING SENIOR SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY IN OSOGBOThe study examined the effects of peer tutoring and think-pair-share instructional strategies in improving students' academic performance in Chemistry. It also compared the effects of peer tutoring and think-pair-share strategies in improving students' attitude towards Chemistry. These were with a view to highlighting which of the teaching strategies that can improve students' academic performance in Chemistry. The study adopted a non-equivalent pre-test, post-test control group experimental research design. The population for the study consisted of all public senior secondary class one (SS 1) science students in Osogbo. Out of the two local government areas in Osogbo, Olorunda Local Government was selected using simple random sampling technique. Three senior secondary schools were selected in the Local Government Area and one intact class was selected from each of the schools using simple random sampling technique. The total sample size was 113 (38, 37 and 38 from each of the three schools). The schools were randomly assigned to three groups (Peer Tutoring, Think-Pair-Share and Teacher Expository) using simple random sampling technique. Two instruments, the Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC) were used to collect data for the study. Data collected were analysed using Analysis of Covariance (ANCOVA).The results showed that, there was a significant difference in the performance of students exposed to peer tutoring, think-pair-share instructional strategies and those exposed to teacher expository teaching strategy (F= 28.970; p< 0.05). The results also indicated that, there was no significant difference in the attitude of students towards Chemistry when exposed to peer tutoring and think-pair-share (F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had best significant effect on student academic performance than Peer Tutoring Teaching Strategy (PTTS) and Teacher Expository Teaching Strategy (TETS). Students exposed to TPSTS had a mean difference of 1.8904 when compared with PTTS and 4.1287 mean difference when compared with TETS. The study concluded that think-pair-share was a better teaching strategy in improving students' academic performance in Chemistry than peer tutoring teaching strategy and the teacher expository teaching strategy respectively.
Contemporary Educational Researches Journal
Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students' learning outcomes in senior secondary schools in Ife East local government area2019 •
The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.
the effects of guided Inquiry method on academic performance of chemistry students in selected senior secondary schools in Kaduna state.
EFFECTS OF INQUIRY METHOD ON ACADEMIC PERFORMANCE OF.pdf2015 •
ABSTRACT The study examined the effects of guided Inquiry method on academic performance of chemistry students in selected senior secondary schools in Kaduna state. The study used a quasi-experimental research design.A sample of 120 senior secondary 11 (SS2) chemistry students were selected by random sampling from 2 urban and 2 rural schools which comprised both boys and girls with 30 students each in experimental and control groups respectively. The research instruments comprised of chemistry Achievement Test (CAT). The CAT contained 30 multiple choice questions with four options (A-D) and 5 essay questions. The students were divided into two groups; Experimental and control groups which were subjected to inquiry method and traditional methods of teaching respectively. The t-test statistics was used to analyze the data. Major findings revealed that Chemistry students taught using inquiry teaching method performed significantly better than their counterparts taught using traditional teaching method. Hence the study concluded that the inquiry teaching method produced students with significantly higher academic performance inChemistry. The study therefore recommend among others that the use of Inquiry teaching method should be encouraged in all Secondary Schools that offer Chemistry to its students in Kaduna State and other states in Nigeria, also Government should sponsor teachers to attend various workshops and seminars on appropriate and effective use of the inquiry
This paper examined the effects of Enhanced Explicit Teaching strategy and gender on students' attitude to Basic Science. The study adopted a pretest-posttest control group quasi experimental design. The sample consisted of 389 JSS II Basic Science Students from nine schools randomly selected in three States in Southwestern Nigeria. Three instruments used were-Teachers' Instructional Guides for: Enhanced Explicit Teaching Strategy (r=0.72) and Conventional Lecture Method (r=0.74); Basic Science Students' Attitude Scale (r=0.80). Three hypotheses were tested at 0.05 level of significance, Data were analyzed using ANCOVA and mean scores. Results showed that Treatment had significant main effect on attitude (F (2,389) =11.51; ᵑ 2 =.06).Gender had no significant main effect on attitude (F (1,389) =.404; p>.05; ᵑ 2 =.001). The two-way interaction effect of treatment and gender was not significant on attitude (F (2,389) =.477; p>.05; ᵑ 2 =.003). Enhanced Explicit teaching strategy is therefore, recommended to be adopted by Basic Science teachers and curriculum planners. Reference to this paper should be made as follows: Olagunju, A.M. and Babayemi, J.O. (2014), Effects of Enhanced Explicit Teaching (Explicit Teaching + Peer-Tutoring) Strategy and Gender on Students' Attitude to Basic Science.
2018 •
2018 •
Unpublished Masters Thesis
EFFECTS OF MULTIMEDIA INSTRUCTIONAL STRATEGIES ON CHEMISTRY STUDENTS’ SCIENCE PROCESS SKILLS ACQUISITION AND ACHIEVEMENT IN KANO STATE2016 •
Effective learning of Mathematics: From theory to Practice
Effective Learning of Mathematics: From theory to Practice2012 •
Journal of Early Childhood and Primary Education, Kwara State University, 3
Designing Science Lessons along Expository, Free-Discovery and Guided-Inquiry Methodologies: Requirements of Effective Teacher Professional Development2014 •
International Association for Innovations in Educational Assessment (IAIIEA)
EFFECTIVENESS OF CONTEXTUAL APPROACH ON ASSESSMENT AND PERFORMANCE OF LEARNING STYLES AMONG CHEMISTRY STUDENTS2019 •
NOUN Journal of Education Vol.4
EFFECTS OF TWO MODES OF PEER TUTORING INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS' ACQUISITION OF SKILLS IN CHEMISTRY PRACTICAL2017 •
2010 •
A paper
UTUH^J Bethel Ndu^J Effect of Copperative Learning Strategy on Physics Students Academic Performance2017 •