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The study identified Mole Concept in Ordinary Level West African School Certificate (WASC) syllabus, and examined the effectiveness of Problem Solving Approach (PSA) on male and female chemistry students in Senior Secondary Schools in Akure South Local Government Area of Ondo State, Nigeria. The study adopted a pre-test post-test experimental design. The sample consisted of 60 participants selected from two non co-educational senior secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Two intact classes from Senior School I were chosen from the two selected schools comprising 32 females and 28 males. The two intact classes were assigned school A (females) and schools B (Male). These two intact classes were taught mole concepts separately using Problem Solving Approach in their respective schools. A 20 item instrument tagged Mole Concept Achievement Test (MCAT) was developed by the researcher and ascertained for reliability (r= 0.78, p<0.05). The study was guided by two hypotheses. Data collected were analysed using t-test. The results showed that there was no significant difference in the performance of female (X=16.039) and male (X= 16.013) students after treatment, t=0.087, p<0.05. The study concluded that Problems Solving Approach is an effective method of teaching both male and female secondary school chemistry students the mole concept.
2013 •
This study investigates the relative effectiveness of two problem solving models (strategies) in students’ performance at cognitive and affective levels of educational attainment. Specifically, the study determined the effects of the use of Selvarathnam- Frazer (1982) model and programmed student learning text model (Ashmore, Frazer and Casey (1979) on college students’ achievement in volumetric analysis and attitude towards learning of Chemistry. Two hundred and seventy five (275) students drawn from three colleges of education in Oyo and Ogun States, Nigeria were involved in the study. Data analysis was by means of Analysis of Covariance (ANCOVA). Findings from the study revealed that students who were taught with problem-solving strategies or models either teachers’ - directed or students’ –directed performed significantly better than their counterparts in the control group that were taught with formula method. Students’ gender was also found to affect students” cognitive achievement and attitude towards learning of Chemistry. It also revealed insignificant interaction effect of treatment and gender at affective level. The findings from the study have implication for practicing chemistry teachers, education policy makers and other stakeholders in the education of teacher trainee.
The study investigated the effect of problem solving instructional technique on students' interest in chemistry in Anambra State. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental specifically pretest-posttest non-equivalent control group design. The population of the study consisted of 541 senior secondary school two (SS2) chemistry students in Awka South local government area. A sample consisting of 87 chemistry students from the two sampled schools was used for the study. The design of the study was quasi-experimental. Chemistry Interest Scale was used as instrument for data collection. Reliability estimate of 0.87 was obtained on CIS using Cronbach's Alphs formula. Mean and standard deviation were used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The result revealed that problem solving method is more effective in enhancing the students' interest in chemistry than the conventional lecture method. There was no significant difference on students' interest in chemistry due to gender. Based on the findings of this study, it was recommended that secondary school teachers should be given adequate training through workshops, symposia, conferences and seminars to help them in update their knowledge on the new teaching techniques and apply or used them in their teaching and learning processes.
Abstract: This study investigated the use of problems-solving and its effect on student achievement in the mole concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test (CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The results revealed that student taught using problem-solving performed significantly better than those taught through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on problem -solving in order to facilitate the teaching and learning of chemistry in schools. Keywords: Problem-solving, Mole Concept, Chemistry Education.
Journal of Technology and Science Education
Problem-based learning approach enhances the problem solving skills in Chemistry of high school studentsThe study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3...
Zenodo (CERN European Organization for Nuclear Research)
Relative Effectiveness of Problem Solving Approach and Vee Mapping on Students' Performance in Chemistry in Secondary Schools in Ondo State, Nigeria2017 •
Journal of Technology and Science Education
Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type2023 •
Journal of Science and Science Education
Investigating Problem Solving Skills and Chemistry Learning Experiences of Higher Education Base on Gender and Grade Level DifferencesThe purpose of this study was to investigate the problem-solving skills (PSS) and chemistry learning experiences (LE) of teacher candidates. 191 pre-service chemistry teacher (130 women, 61 men) were taken as the research sample using the purposive random sampling technique. The research design used a cross-sectional survey with focus group interviews. The quantitative data obtained were analyzed using the MANOVA test and while the interview data using the Patton analysis technique. The research findings show that: 1) the level of the chemistry learning experience of pre-service chemistry teacher (LE) is higher than the ability of problem-solving skills (PSS); 2) the level of ability of female chemistry teacher candidates for PSS and LE was found to be higher than that of males; (3) there are differences in PSS and LE based on grades levels, but there is no difference based on gender; 4) there is a difference in PSS and LE between freshman, sophomore, and junior grades. The findings...
IEEE Transactions on Electron Devices
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2021 •
Bulletin de l'Académie Vétérinaire de France
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2018 •
The Israel Medical Association journal : IMAJ
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Revista de Antropología del Museo de Entre Ríos
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Energy Conversion and Management: X
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British Journal of Psychotherapy
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2011 •
HAL (Le Centre pour la Communication Scientifique Directe)
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Computers & Education
Animated agents and learning: Does the type of verbal feedback they provide matter?2013 •
Serunai : Jurnal Ilmiah Ilmu Pendidikan
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