TEACHERS’ INSTRUCTIONAL TECHNIQUES AND STUDENTS’ RETENTION IN CHEMISTRY

Ekundayo Stella Kemilola

Abstract


The study investigated the effect of teachers’ instructional techniques on students’ achievement and retention in Chemistry in senior secondary schools in Ondo State, Nigeria. The study also determined the effects of the instructional technique on gender achievement in Chemistry. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 Senior Secondary School Two (SSS II) Chemistry students selected in stages using simple random sampling techniques. Six science intact classes from six senior secondary schools were selected from three senatorial districts in Ondo State. Four formed the experimental class while two formed the control group. The students in the experimental group were exposed to Computer Assisted Instruction (CAI) while the control groups were taught with the conventional teaching method. Chemistry Achievement Test (CAT) was used to collect relevant data for this study. The experimental group was treated using CAI package while the control group was treated using conventional classroom teaching. t-test, ANCOVA (Analysis of Co-Variance) and Multiple Classification Analysis (MCA) were used to test the research hypotheses at a 0.05 level of significance. The result from the study showed that the achievement of students in the experimental group was better than those of their counterparts in the control group, students in the experimental group also retain better than their counterparts in the control group and that gender did not have a significant effect on the retention ability of the experimental group. Based on the findings of the study, it was recommended that the potential of CAI should be utilised to enhance better achievement and retention of students in Chemistry. There should be regular training and re-training of Chemistry teachers on the use of computers so as to improve the method of teaching the subject and the government should establish a CAI promotion department to plan, organise and coordinate efforts to develop and utilise CAI softwares.

 

Article visualizations:

Hit counter


Keywords


computer-assisted instruction, technique, instruction, students, teachers, retention

Full Text:

PDF

References


Eccles, J. S. (2002). Achievement. In J. Worell (Ed.), Encyclopedia of women and gender, sex similarities and difference and the impact of society on gender. San Diego: Academic Press.

Eriba, J. O. & Sesugh, A. (2006). Gender differences in achievement in calculating reacting masses from chemical equations among secondary school students in Markurdi metropolis. Educational Research Review. 1(6) 170-173

Erinosho, Y. E. (2008). Women and science.36th Inaugural Lecture, Olabisi, Onabanjo University Ago-Iwoye.

Eze, C. U. (2001). Effect of target task approach on students’ achievement in Senior School Certificate Physical Chemistry. Science Teachers Association of Nigeria Proceeding of the 43rdAnnual Conference. (259)

Kareem, A. A. (2015). Effects of CAI on students’ academic achievement and attitude in Biology in Osun State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 6(1), 69-73.

Moore, J. W. (2000). Teaching for understanding retention in an expository versus project centred method of instruction in Biology. Proceeding of 23rd Annual Conference of Science Teachers Association of Nigeria. 19(2) 136-138.

Ndukwe, U. N. (2000). Achievement and Retention in an Expository versus Project Centred Method of Institution in Biology. Proceeding of 23rd Annual Conference of Science Teachers Association of Nigeria 19(2) 136 -138.

Neboh, O. I. (2009). Effect of Learning of Activity Package (LAP) on students’ achievement and retention in senior secondary school Biology. Unpublished Ph.D. Thesis University of Nigeria Nsukka.

Nnadi, F. O. (2001). Misconceptions of circuits: A case study of Physics students in Enugu East LGA secondary schools, Enugu State. Unpublished B.Sc Project, Faculty of Education ESUT.

Ogunleye, A. D. (2010). Problems and prospects in Physics education in Nigerian secondary schools. African Journal of Education, 1(1), 1543-167.

Olakanmi, E. E., Gambari, I. A., Gbodi, E. B. & Abalaka, E. A. (2016). Promoting intrinsic and extrinsic motivation among Chemistry students using computer-assisted instruction. International Journal in Education Science, 12(2), 155-168.

Omoniyi, O. A. (2006). The effect of constructivist-based teaching strategy on gender-related differences on students’ misconceptions on Chemistry. Ministry of Education.

Suleman, Q., Hussain, I. Naseerud, D. M., Igbal, K. (2017). Effects of computer-assisted instruction on students’ academic achievement in Physics at secondary school level. Computer Engineering and Intelligent Systems, 8(7), 9-17.

Sungur, S. & Tekkaya, C. (2003). Students Achievement in Human Circulatory System Unit. The Effect of Reasoning Ability and Gender. Journal of Science Education Teaching.12 (1), 59-64.

Udeji, A. U. (2007). Effects of concept mapping on secondary school students’ achievement and interest in Biology. Unpublished M.Sc.(Ed.) Thesis, ESUT

Uduosoro, U. J. (2002). The relative effective of computer and text-assisted programmed instruction on students’ learning outcomes in Mathematics. Unpublished Ph.D. thesis, University of Ibadan.




DOI: http://dx.doi.org/10.46827/ejes.v10i5.4825

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ekundayo Stella Kemilola

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).