Motivation as a Predictor of Students’ Academic Achievement in Secondary School Chemistry in Oyo State, Nigeria

The provision of virtual laboratory is paramount to a continuum of providing scientific concepts and principles even during pandemic. The study was conducted to determine the effectiveness of alternative hands-on laboratory e-session through simulated multi-media and interactive knowledge simulation approach on student’s academic achievement in Chemistry. The One Group Pretest-Posttest Design (OGPPD) of the Pre-experimental Design was used in this study as it intends to collect viable data on the employment of Project CHEMIKA as a way of leveraging the academic achievement of Junior High School (JHS) students in Chemistry particularly in the study of Matter. The mean score of the students in the pretest and posttest is increased. This increase is coined as an effectual result of the implemented provisions of Project CHEMIKA; There is a significant difference on the pretest and posttest mean score of the students in Chemistry. This posts a significant increase in the posttest results; The provisions of Project CHEMIKA posted a medium effect on the academic achievement of the students in Chemistry. While the result of the study seems to suggest that the students have better test results when exposed to the proposed intervention, there are important limitations to note. The study was limited in the areas of size, duration, content, and methodology. Albeit limited with the aforementioned parameters, Crocodile chemistry still appears to be a viable application in aiding students learn Chemistry concepts and thereby enhancing students’ academic achievement. Chemistry teachers are encouraged to use this instructional application in teaching Chemistry. Likewise, school administrators may consider presenting it among Chemistry teachers for synchronous class discussions and experiments to enhance existing approaches with the help of modern technology.

Self-efficacy as an independent variable has been identified as one of the most important factors that predict students’ continuous academic achievement. The role of self-efficacy on students’ academic achievement in chemistry has been examined among 150 students in two Oyo State schools of science. A questionnaire that contains 20 items on students’ academic self-efficacy was employed, while the academic achievement of the students was measured through an achievement test containing 20 chemistry questions. A descriptive survey research design was employed for the study. A Pearson correlation was utilized to determine the strength, as well as the positive or negative direction, of relationships between the variables. Linear regression was employed to determine the extent to which academic achievement is related to self-efficacy at the P < 0.05 statistical significance level. The analysis was carried out using R software version 3.6.2. The results of the analysis revealed a weak positive correlation between academic achievement and students’ self-efficacy. It was concluded that self-efficacy has a significant role in promoting academic achievement in chemistry. Therefore, students should develop themselves by cultivating the attitude of practicing everything they are being taught in chemistry every day. It is recommended that classroom activities be made very interesting and challenging for students’ efforts. Support and encouragement should be given to each student as he or she does his or her best to complete the assigned task.

This study was carried out to examine the role of artificial intelligence in enhancing student’s performance and academic achievement in chemistry. The study was conducted in Nsukka Education zone. The study adopted correlation design. Two research questions and two hypotheses were used in the study. The population of the study comprised of 3527 chemistry students from which 305 students were drawn using multistage sampling technique. The instruments; artificial intelligence questionnaire (AIQ), students’ academic pro-forma rating scale (SAPRS) and students’ academic achievement in Chemistry (SAATC) were used in the study. The internal consistency reliability indices of (AIQ) and (SAPRS) were determined to be 0.75 and 0.77 using Cronbach alpha while the internal consistency reliability of (SAATC) was 0.72 using KR-20. Simple linear regression was used to answer the research questions while regression ANOVA was used to test the hypotheses at 0.05 level of significance. The result shows that students’ knowledge of artificial intelligence significantly predict students’ academic performance and achievement in Chemistry. Based on the findings, it was recommended among others that, Chemistry teachers should encourage learners centered method in the process of teaching by so doing students will be exposed to the use of artificial intelligence which will help to improve students’ academic achievement in Chemistry.

Improving student achievement is one of the most important components of learning, and it is influenced by several variables, including academic resilience, self-regulation, and students' perceptions. This study examined how high school academic resilience, self-regulation, and students' perceptions affect their academic achievement in chemistry classes. Even though chemistry is regarded as a crucial subject for learning, most students find it complicated, making it challenging to comprehend. This explains why students' academic achievement in chemistry is so low. Using cluster random sampling techniques, 791 students participating in chemistry classes formed the sample. The linear relationship model between academic resilience, self-regulation, student perceptions, and achievement in chemistry is examined in this research using the Structural Equation Modelling (SEM) method. The results indicate that chemical achievement correlates negatively with academic resilience, significantly positively with self-regulation, and negatively and insignificantly with student perception. To ensure that students in chemistry learn at their best, teachers should focus more on the qualities of their students and incorporate learning activities.

The paradigm shift of modern teaching and learning of Chemistry tilt towards activity oriented strategies that focus on creative thinking and team work to build new ideas. Hence, the main purpose of this study was to determine the effect of brainstorming strategy on senior secondary school student’s academic achievement in chemistry. This study adopted quasi experimental research design. A sample of (200) SS2 Chemistry students who were obtained by simple random sampling by balloting participated in the study. The data collected were analyzed by using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used for testing the hypotheses at 05 level of significance. The study found that brainstorming had significant effect P < .05 on students mean achievement score in Chemistry. There was significant difference between the mean achievement scores of students exposed to brainstorming strategy in Chemistry P < .05 and those of lecture method in favor of brainstorming strategy. Gender does not have significant effect P > .05 on students taught Chemistry by use of brainstorming strategy. Hence, it becomes necessary for chemistry teachers to use brainstorming strategy in order to boost the academic achievement of students in chemistry.

The poor performance of students in chemistry is often blamed on inadequate practical exposure during the teaching of chemistry due to hazardous nature of some chemistry experiments. Consequently, the search for teaching method that will be used to overcome this practical constraint has continued to engage researchers. Specifically, the main purpose of this study is to determine the effects of computer simulation on academic achievement of students in chemistry. Quasi experimental research design, specifically, non–equivalent control group design was used. The sample consisted of 78 which is made up of 38 experimental group (18 males and 20 females) while control group was 40 students (16 males and 24 females) drawn from two coeducational secondary school in Awka Education zone of Anambra State. Instruments used for data collection was Chemistry Achievement Test which was pilot tested for the period of one week in another zone. Scores obtained was used to estimate the instrument reliability which was found to be 0.78 Kuder Richardson formulas 20. Two research assistants were trained in carrying out the teaching using computer simulations. Pretest was given to the students before treatment. After four weeks of teaching, a posttest was given. Mean gain was used to answer the research question while hypotheses was tested with ANCOVA to determine the significance difference. The result revealed that computer simulation was more effective in enhancing students’ achievement in chemistry than lecture method; there was no significant difference on students’ achievement due to gender. It was recommended that computer simulation should be adopted for teaching hazardous chemistry concepts. Based on the findings, it was concluded that computer simulation should be employed in chemistry teaching as a means of improving students’ achievement in the subject and providing a real life experiment for dangerous chemistry practicals.

This research looked at the link between instructors’ pedagogical qualities and students’ academic achievement in Chemistry at senior secondary schools in Adamawa State, Nigeria. The study addressed particular topics and assessed hypotheses using a 0.05 significance level. Using a correlational design, the research included 35,525 SS II students and 834 Chemistry professors, with 420 individuals chosen by multistage selection. Data were gathered using the Teachers’ Pedagogical Skills Questionnaire (TPQ), which was derived from Ozdemir’s work, as well as a student proforma. Experts in Physical Sciences Education validated the instrument, which demonstrated high reliability (Cronbach’s alpha = 0.86). The findings suggested that Chemistry professors had a moderate degree of pedagogical abilities, which had a substantial impact on students’ academic progress. Furthermore, instructors’ topic knowledge and instructional skills were significant determinants of student performance. Statistical study, including correlational approaches, confirmed these findings. The research emphasised how instructors’ skills and instructional strategies affect student achievement. To improve learning results, school administrators should maximise teachers’ potential by supporting professional development activities. Strengthening pedagogical abilities and topic understanding may result in a more effective learning environment for Chemistry students. This study emphasises the critical role that teachers play in student accomplishment and the necessity for continued investment in teacher training and development within Nigeria’s educational system. Keywords: Teachers, Chemistry, Education, Schools, Pedagogical skills.

Factors Affecting Students Academic Achievement in Chemistry: A Case of Obudu Local Government Area

The research was designed to examine the relationship between peer group influence and academic achievement of secondary school chemistry students in some selected secondary schools in Jalingo metropolis of Taraba State. The study employed a survey- Causal-comparative research design in line with its appropriateness to the research problem. A sample of 120 students comprising of equal number of male and female students were selected randomly from three secondary schools. A 15-item questionnaire Peer Group Influence Assessment Questionnaire and Chemistry Achievement Test containing 50-items was administered to the students. The data were analyzed using means, standard deviation in answering the research questions and t-test and Person Product Moment Correlation were used in testing the hypotheses. The result from the study showed that; there is significant difference between students that belong to peer group and those that do not belong to peer group on the academic achievement of chemistry; there was no significant difference between the academic achievement of male and female chemistry students that are involved in peer group; and there is a positive and significant relationship between peer group influence and academic achievement of students in chemistry. It was therefore recommended that; school authorities/teachers should pay attention towards encouraging peer group activities in schools especially in the area of group discussion.

This study investigated the effect of think-pair-share instructional strategy on secondary school students’ academic achievement in Chemistry. It covered the topics; acids, bases and acid-base reactions. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The quasi-experimental design was adopted. The population of the study was 5,714 senior secondary school year one (SS1) Chemistry students in Awka Education zone in Anambra State. A sample of 192 SS 1 Chemistry students obtained using stratified and simple random sampling techniques was involved in the study. The instrument for data collection was Chemistry Achievement Test (CAT) validated by experts. The reliability of the instrument was established using Kuder-Richardson Formula 20 for CAT which yielded coefficient of internal consistency of 0.81. Data were collected by administering the instruments. The data obtained were analyzed using mean and standard deviation to answer the research questions; and analysis of covariance (ANCOVA) to test the hypotheses. The findings of the study revealed that there was significant difference in the mean academic achievement scores of the students taught Chemistry using think-pair-share instructional strategy and those taught using lecture method in favour of think-pair share instructional strategy. Moreso, there was no significant difference in the mean achievement scores of male and female students taught Chemistry using think-pair-share instructional strategy. Based on the findings, recommendations were made that seminars should be organized to orient Chemistry teachers on how to effectively use TPS instructional strategy in the teaching and learning of Chemistry. The study contributed to knowledge such that it has empirically proved and established that use of TPS improves students' academic achievement in Chemistry surpassing lecture method. The study also revealed empirically that use of TPS in teaching Chemistry enhances male and female students’ academic achievement

Chemistry is vital for scientific literacy, yet traditional teaching methods often fail to engage students effectively. This study explores the impact of the flipped classroom strategy (FCS) on academic achievement in secondary-level chemistry. A quasi-experimental design compared control and experimental groups (n = 78) using pre- and post-tests developed via Bloom’s taxonomy and validated for reliability (Split-Half coefficient = 0.901). Conducted over 10 weeks in Haripur District with 10th-grade female students, the findings revealed that FCS significantly enhanced performance among both high and low achievers. The study concludes that flipped learning fosters active engagement and improved outcomes in chemistry education. Teachers are encouraged to integrate FCS through pre-class videos and active in-class activities for enhanced student achievement.

This study determined the effect of gender on learners’ academic achievement in chemistry when taught using Harkness teaching method in secondary schools in Kajiado county, Kenya. Quasi experimental design was utilized (Solomon’s four group design) to determine and describe the relationship between variables. Four subcounty secondary schools from the County were involved in the study. The study targeted students undertaking chemistry subject in secondary schools within the county. The accessible population was drawn from form three class and involved 5,289 chemistry students in mixed secondary schools in the sub-county. The study employed purposive sampling technique to sample sub-county mixed secondary schools from a list of mixed secondary schools identified in the county. Simple random sampling was used to draw the participating sub-county mixed schools. Thereafter, participant schools were assigned to experimental and control groups using a simple random sampling technique. The study sample size was 124 learners from the four schools. Chemistry Pre-Test (CPT), and Chemistry Achievement Test (CAT) were used as data collection tools. Pilot study was performed to determine the reliability of the tools in a school from Tharaka Nithi County. The validity of the instrument was ensured through experts’ input and opinion from Chuka University Department. The Reliability coefficient for chemistry achievement test was 0.759. Harkness teaching method was used to teach Experimental group (E1 and E2) while conventional teaching was used with control groups (C1 and C2). Data was analyzed using Statistical Package for Social Science (SPSS) version 25.0. Descriptive statistics used were (standard deviation, mean, and percentages) while inferential statistics (one-way ANOVA, Mann-Whitney U Test, Kruskal Wallis Test and Bonferroni adjusted alpha levels post hoc analysis, and t-test). The significance level for rejection was at α = 0.05. Harkness teaching significantly enhanced the learners’ academic achievement in the subject. However, the findings revealed no statistically significant difference in boys’ and girls’ achievement in Chemistry when taught using Harkness teaching method. The findings of the study may help curriculum planners and learning institutions (teacher training colleges) to incorporate innovative techniques in classroom teaching to improve learning of chemistry subject in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

Relationship Between Study Habits and Academic Achievement of Secondary School II Students’ in Chemistry in Aguata Local Government Area of Anambra State

The study examined students’ attitude and gender as determinants of Colleges of Education students’ academic achievement in chemistry. Three research questions were answered and three hypotheses were also tested. A correlation survey research design was adopted for the study. The population for the study made up of all NCE III chemistry students (1,581) in the North East, Nigeria. A sample size of four hundred and twenty (420) NCE III chemistry students was obtained through multi-stage sampling procedure. An adapted structured questionnaire of Students Attitude Scale, SAS that made up of 2 clusters was used for data collection. A chemistry achievement tests (CAT) was also conducted. The instrument reliability test was done using Cronbach Alpha and index is 0.884 found to be valid and reliable. Data analysis was done using Pearson’s product moment correlation and ANOVA to test the hypotheses at 5% level of significance. The findings showed a significant relationship between students’ positive attitude to chemistry and their academic achievement in chemistry. It was on this note that, a recommendation is made among others factors that NCE chemistry lecturers should make their teaching approaches more stimulating and interesting as to produce a positive attitude from students to chemistry courses and towards their chemistry lecturers. Thereby, create a better learning ability in them for a high academic achievement in chemistry at Colleges of Education

The study examined the relationship between the cognitive styles of secondary school students in the Awka Education Zone of Anambra state, Nigeria, and their academic achievement in Chemistry. It also considered the moderating influence of gender on the relationship between these variables. A Chemistry Achievement Test (CAT) proforma and the Group Embedded Figure Test (GEFT) were the two instruments used to collect the data. The study problems were addressed using the Pearson product moment coefficient (r), coefficient of determination (r2), linear regression and the Hayes Macro Process with the hypotheses tested at the 0.05 level of significance. The findings showed a strong positive correlation between secondary school students' academic achievement in Chemistry and their cognitive styles. Additionally, there is a moderately significant positive relationship between a student's gender and their academic achievement in Chemistry at the secondary school level in terms of cognitive style. Among other things, it was suggested that chemistry lessons be designed to identify each student's preferred cognitive style and work to meet their needs. Also, Chemistry pre-service and in-service teachers should be trained to create appropriate classroom environment that integrates variables such as cognitive styles and gender unbiased teaching method in the learning process.