Academic Performance In Chemistry Research Articles

Effects of Context-Based Teaching Chemistry on Students' Achievement: A Systematic Review

This systematic review aims to comprehensively analyze the effect of contextual-based teaching of Chemistry on students' academic achievement. The review includes an analysis of various scholarly articles that have examined the impact of integrating real-world contexts and applications into Chemistry instruction. A total of 10 study articles were selected for further analysis from databases such as ERIC, Scopus, and Google Scholar using a systematic literature review (SLR) method. These studies were thematically organized and reviewed. The interventional context-based (ICB) chemistry study articles employed a range of research designs, including Experimental research method with pre-test-posttest control group design, Experimental research with post-test only design, Quasi-experimental design, and Mixed-method research design, providing a comprehensive examination of the effect of the contextual-based teaching of Chemistry on students' academic achievement. Data analysis methods were utilized, including the independent t-test, one-way t-test, one-way ANOVA or ANOCOA, and MANOVA, to compare means between groups or against specified values. The results of the analysis indicate that context-based chemistry teaching has a positive effect on students' academic achievement. This finding has significant implications for educators, curriculum developers, and policymakers, as it can inform the design of effective Chemistry instruction that enhances students' academic performance. In conclusion, this review highlights the positive impact of contextual-based teaching of Chemistry on student achievement. The findings underscore the importance of integrating real-world contexts and applications into Chemistry instruction. This has implications for educators and policymakers in designing effective teaching strategies to improve students' academic performance in Chemistry. Additionally, the review suggests avenues for future research in this area.

Learning Skills of Junior High School Students and their Academic Performance in Chemistry

Learning Skills of Junior High School Students and their Academic Performance in Chemistry

AFTER-SCHOOL ACTIVITIES AND SECONDARY STUDENTS ACADEMIC PERFORMANCE IN SELECTED SCIENCE-RELATED SUBJECTS IN YALA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA: CURRICULUM IMPLICATION

The study focused on after-school activities and secondary students’ academic performance in selected science-related subjects in Yala Local Government Area of Cross River State, Nigeria: Curriculum implication. The research design adopted for the study is the survey design and the population of this study comprised all Senior Secondary School One (SSS1) students in selected public Secondary schools in Yala Local Government Area. The population stood at 3,201, with males 1, 501 and 1, 700 females in ten (10) selected Secondary schools in the area. The simple random sampling technique was adopted to select the respondents in the study area thus, (111 males and 119 females). The instruments used for data collection were two questionnaires titled After-School Activities Questionnaire and Student’s Academic Performance Test in Chemistry, Physics, and Mathematics (ASAQAPTCPM), designed by experts in the chosen field of study, and the reliability was established with spilt-half reliability techniques result showed a high correlation value of 0.87 to 0.89 and this was considered high enough to use the instrument for data collection. The hypotheses formulated to guide the study were tested using the appropriate statistical technique at 0.05 level of significance using simple linear regression analysis and the findings revealed that engagement in playing after school, engagement in homework, and engagement in extra moral classes significantly predict students’ academic performance in Chemistry, Physics, and Mathematics. It was recommended that parents should encourage their children by providing the needed learning materials like textbooks, prompt payment of school fees, school uniforms, and engagement in extra-curricular activities to facilitate playing activities in the learning process, such as sports, drama music, scouting, dance, and various clubs which will promote harmony in learning.

Anecdotes of University Students in Learning Chemistry: A Philippine Context

Contrasting approaches, principles, and previous learning experiences widely confront chemistry instruction. Therefore a comprehensive and precise understanding of the nature and mechanism of chemistry instruction is essential in attaining mastery of science subjects like chemistry. This study explored the determinants that affect students’ chemistry in tertiary education. This study utilized an explanatory sequential mixed-method research design wherein quantitative data is collected and analyzed. Qualitative data was collected and analyzed based on quantitative results. The respondents (n=253) were the students who took their chemistry subjects from 2016-2017, 2017-2018, 2018-2019, and 2019-2020. The study revealed that the type of school significantly affects students’ chemistry learning. Based on students’ responses, it was revealed that classroom dynamics, a supportive learning environment, the prospect for attractive compensation, poor study habits, non-aligned of academic track, and teachers are the determinants affecting students’ academic performance in chemistry.

Impacts of Collaborative Learning on Learners’ Academic Performance in Chemistry in Three Selected Secondary Schools of Nyamasheke District

Collaborative learning helps students to have active control over their own learning and create both academic and social relationships to accomplish common goals. This paper reports a quasi-experimental research that employed a pre-test and a post-test approach to investigate the impacts of a collaborative learning teaching approach on learners’ academic performance in chemistry in three secondary schools purposively selected within the Nyamasheke district in Rwanda. At each school, two classes of senior two (S2) were purposively selected whereby one class was taken as a control group, while the second parallel class formed an experimental group. Thus, all the control groups comprised 128 students, while the experimental groups comprised 133 senior two students. To collect data, a pre-test and post-test were given to the students. The data were analyzed using descriptive and inferential statistics (i.e., t-test generated by Microsoft Excel 13). The results from the t-test showed [t (257) = -8.05, p = .000; p<.001] which indicates that there is a statistically significant difference in mean scores between the two groups. The null hypothesis, therefore, is rejected in favor of the alternative hypothesis to confirm that students taught using a collaborative learning teaching approach performed better in preparation and classification of oxides than those taught using traditional lecture teaching methods.

Interactive Effect of Socio-Demographic Variables and Instructional Simulation Strategy On Ekiti State Secondary School Students' Academic Performance in Chemistry

Interactive Effect of Socio-Demographic Variables and Instructional Simulation Strategy On Ekiti State Secondary School Students' Academic Performance in Chemistry

Influence of Environment On Rural Secondary School Students' Academic Performance In Chemistry In Ekiti State, Nigeria

Influence of Environment On Rural Secondary School Students' Academic Performance In Chemistry In Ekiti State, Nigeria

Effect of Team-Based Learning on Students’ Motivation and Academic Performance in Chemistry at College Level

This experimental study was aimed at investigating the effect of team-based learning on the motivation and academic performance of college students studying chemistry course. The objectives of this study were; (i) to investigate the effect of team-based learning on students’ motivation in Chemistry class, (ii) to investigate the effect of team-based learning on students’ academic performance in Chemistry class, and (iii). to find the relationship between motivation and academic performance of students in Chemistry class. Two instruments were used to collect data: "Chemistry Motivation Questionnaire" (CMQ), and "Chemistry Performance Test" (CPT). The paired sample t-test was used to assess the data. The findings demonstrated a considerable improvement in the students' academic performance and motivation both before and after the intervention, indicating a relationship between these variables. As the motivation of the students increased, their academic performance also increased.

Effect of Concept Mapping Teaching Approach on Students’ Academic Performance in Chemistry in Senior Secondary Schools

This study investigated the effect of the concept mapping teaching approach on students’ performance in Chemistry in senior secondary schools regarding a periodic table concept. W analyzed 11,094 chemistry students from eleven public senior secondary schools in Katsina. Two schools and 128 Senior Secondary chemistry students formed the sample for the study. Three research questions with hypotheses were raised and formulated respectively to guide the study. The study was a non-equivalent pre-test and post-test control group involving one experimental group and one control group. The chemistry Performance Test was used for data collection. The study revealed that there is no significant difference in the mean performance scores of students taught a periodic table concept using concept mapping and those taught the same concept before the treatment. There is a significant difference in the performance of the students taught a periodic table concept using concept mapping and those taught the same concept using a conventional teaching method after the treatment. Also, there is no significant difference in the mean performance score that exists between male and female chemistry students.

Effects of Instructional Simulation On Students' Academic Performance in Chemistry in Ekiti State Secondary Schools

Effects of Instructional Simulation On Students' Academic Performance in Chemistry in Ekiti State Secondary Schools

Towards a theoretically sound measure of chemistry students’ motivation; investigating rank-sort survey methodology to reduce response style bias

Prior research has demonstrated the important role of chemistry students’ affect in academic performance. Likert-scale surveys are the most prevalent tools to measure students’ affect within chemistry education research, however, data collected through a Likert-scale survey may exhibit response style bias which can hinder accurately measuring students’ affect. This study investigates the utility of a novel survey methodology, termed rank-sort survey, in understanding students’ academic motivation in a general chemistry course. Informed by Q methodology, in a rank-sort survey participants rank a set of statements in terms of level of agreement with limits in place on how many items can be assigned a particular rank. In this investigation, a rank-sort survey was developed by using statements from an existing Likert-scale instrument, the Academic Motivation Survey in Chemistry. Data collected from the rank-sort surveys, compared to Likert-scale surveys, showed a better alignment with self-determination theory, the underlying theoretical framework, and a better ability to predict students’ academic performance in chemistry. The study also discusses which surveys in chemistry education research are likely to benefit from adopting a rank-sort approach.

Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made. 

EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING OUTCOMES

The unit “Solution and its Colligative Properties” is found to be difficult for most of the Grade 12 students. To make the learning experience joyful- three experiential learning activities are designed. It plays a positive role in strengthening and enhancing the academic performance in Chemistry. The objective of the present paper is to inspect the impact of the designed three experiential learning activities on attainment of intended specific learning outcomes. Totally 40 students participate in the study. The purposive sample technique is used to draw the sample of the present study. Sample learners are divided into two groups: study group and control group. Each group consists of 20 students. Both groups are taught the unit “Solution” through online mode due to COVID pandemic. The pretest – “formative assessment” is conducted. The result of the formative assessment divulges that the learners face challenges in the conceptual understanding of the unit. The researcher designs three activities for experiential learning to enhance the deep conceptual understanding. Students of the study group are exposed to the experiential learning activities for the period of one week. The present paper is experiential in nature. Formative assessment is conducted before and after the treatment. Data is collected by using two formative assessments and one summative assessment. Statistical tool used are mean, mean difference and standard deviation. The result of the paper reveals that experiential learning has positive impact on attainment of specific learning outcomes. Low score learners are much benefitted than the average learner and the high score learners. Based on the conclusion of the study few recommendations are made.

Discipline-specific cognitive factors that influence grade 9 students’ performance in chemistry

Students’ academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry performance. One instrument measured chemistry academic performance based on concept knowing, application and problem solving. Six tasks with marking keys measured the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns. Different groups of grade 9 students participated in pilot tests and the field tests. The quality of the chemistry academic performance instrument and the six tasks was inspected by both expert assessment with six raters and computer-aided inspection including Rasch analysis and Kendall rater-consistency reliability tests. Correlation analysis and multiple regression analysis explored the relationship among academic performance and knowledge structure, cognitive perspectives, and cognitive patterns. According to the results of this research, knowledge structure, cognitive perspective and cognitive pattern all influenced grade 9 students’ chemistry performances; cognitive perspective was the most important factor. Based on these findings, we discuss individual student performance relative to their discipline-specific cognitive factors. We recommend that instruction of discipline-specific learning in chemistry pay attention to each of the three discipline-specific cognitive factors and that tasks be designed to promote the progress of each of these three discipline-specific cognitive factors, especially cognitive perspectives.

Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry

Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry

Influence of Scientific Attitudes on Student’S Academic Performance in Chemistry in Bekwarra Local Government Area of Cross River State.

The aim of this study was to find out the influence of scientific attitudes on student’s academic performance in chemistry in some selected secondary schools in Bekwarra Local Government Area of Cross River State. Four research objective, questions and hypothesis where formulated to guide the study. The research undertook survey design with a population of one thousand (1000) and sample size of two hundred (200) SS2 chemistry students from ten (10) secondary schools. The first hypothesis was tested using Pearson’s product moment correlation analysis, the second hypothesis was tested with one-way ANOVA, the third and fourth hypotheses were tested using the independent t-test analytical techniques. The first, second and fourth hypotheses were significant which implies that student’s scientific attitude, teacher’s academic qualification and school location have negative influence on the academic performance of students in chemistry, while the third hypothesis was not significant, this also implies that gender difference is not a determine factor in academic performance in chemistry. It was therefore concluded and recommended that; students should be exposed to the relevance of science of the junior level of education, qualified teachers should be employed to teach chemistry in both rural and urban schools, quality teachers facilities and other necessary academic infrastructures should be the same in both urban and rural schools, educational needs should be provided equally for both males and females and government should as well provide relevant polices that would ensure that academic achievement in both rural and urban setup are equally enhanced.

Influence of Scientific Literacy on Academic Performance of Chemistry Students in Yakurr Local Government Area of Cross River State, Nigeria

This study investigated the influence of scientific literacy on academic performance of Chemistry in Yakurr Local Government Area of Cross River State. In order to achieve this purpose two questions and two hypotheses were formulated to guide the study. Literature related to the variables under study were reviewed accordingly. Ex post facto research design was adopted for the study. The population for the study was all secondary schools in Yakurr Local Government Area from which 200 respondents were drawn using the simple random sampling technique. A questionnaire (scientific literacy) and a test (Achievement test on chemistry) were the instruments used for data collection. Pearson Product Moment Correlation and independent t-test were adopted for data analysis and the hypotheses were tested at 0.05 level of significance. The results of the hypothesis which sought to find out if there existed any relationship between scientific literacy and academic performance of Chemistry students was significant. The study showed that there was no significant relationship between age and student’s academic performance in chemistry in Yakurr Local Government Area. Based on the findings of the study it was recommended among others, that teachers should teach scientific literacy to students.

Assessment Of Teachers’ Personality Traits As A Predictor Of Students’ Academic Performance In Chemistry In Senior Secondary Schools In Osun State

The study assessed teachers’ personality traits as a predictor of students’ academic performance in Chemistry in senior secondary schools in Osun State. It investigated and analysed relationship between teachers’ personality traits such as attitude, qualification, and knowledge of subject matter etc. on students’ academic performance in Chemistry in senior secondary schools in Osun State. These were with a view to providing information on students’ academic performance in the subject in the study area. The study adopted the descriptive survey research design. The population for the study comprised all Chemistry students and their teachers in senior secondary schools in Osun State. Three hundred senior secondary two (SSII) students were randomly selected from thirty randomly selected senior secondary schools in Osun State using simple random sampling technique. All the Chemistry teachers in the all the selected schools were purposively used for the study. The three instruments used for data collection are; Teachers’ Personality Traits Questionnaire (TPQ), Students’ Perception of Teachers’ Personality Traits Questionnaire (SPTPTQ) and Students’ Results in Chemistry in their previous terms. The results of the study showed that there is significant relationship between teachers’ attitude and students’ academic performance in Chemistry (r=0.087; p<0.05). The results of the study also revealed that there is significant relationship between teachers’ qualification and students’ academic performance in Chemistry (F=0.025; p<0.05). The results of the study further showed that there is significant relationship between teachers’ knowledge of subject matter and students’ academic performance in Chemistry (r=0.210; p<0.05). Moreover, the results of the study revealed that there is significant relationship between teachers’ self-efficacy and students’ academic performance in Chemistry (r=0.125; p<0.05), and finally the results of the study showed that there is significant relationship between teachers’ years of experience and students’ academic performance in Chemistry (F=0.100; p<0.05). The study concluded that teachers’ personality traits predict students’ academic performance in Chemistry in senior secondary schools.

RELATIONSHIP BETWEEN CHEMISTRY LABORATORY WORK AND STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY, IN KILIFI NORTH CONSTITUENCY, KENYA

Despite the fact that Chemistry is the gatekeeper and backbone of other science subjects, the general performance in Chemistry among secondary school students countrywide remains poor. Research evidence shows that poor performance in Chemistry not only results from intrinsic conceptual difficulties in the subject but also springs from poor Chemistry Laboratory work. However, Chemistry educationists seem to be in disagreement with respect to the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. This study, therefore, sought to find out the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. The study was guided by John Dewey’s Constructivist Learning theory. The study was conducted in Kilifi North Constituency. The research design was correlation, simple random sampling was used to select one girl school, six mixed schools, and Purposive sampling was used to select one boys’ school. Stratified random sampling and simple random sampling were used to select 80 students. Data was collected by use of Student Questionnaire (SQ) and through analysis of documents and mark sheet form. Statistical package for social sciences (SPSS) was used to facilitate data analysis. Descriptive statistics and inferential statistics were used. The level of significant used in the study was 0.05. The findings revealed, 27.5% of schools utilize the expected 11-13 lessons per term, 33.75% utilizes 7-10 lessons and 38.75% utilizes 3-6 lessons. The findings emerging from this study also revealed that there was a significant positive relationship between; the use of chemistry laboratory and student’s academic performance in chemistry. In conclusion, students whose teachers always take them to the laboratory during practical lessons performed better in practical examinations. Article visualizations:

Infusion of the Critical Thinking in Chemistry through Selected Teaching Strategies

Critical thinking is one of the 21st Century skills involved in education and is required of students nowadays. The study investigated the critical thinking skills of Junior high school students from three selected public schools in Region 3, Luzon, Philippines. Infusion of the critical thinking in Chemistry through selected teaching strategies of inquiry-based, problem solving, collaborative, and lecture methods. CEU-Lopez Critical Thinking Skills Test (2012) with a reliability test value of 0.87 was used to measure the students' critical thinking skill levels. Triangulation of inquiry-based teaching, problem solving, and collaborative teaching methods was used as an intervention to determine the enhancement of the respondents' critical thinking skills and academic performance. Gathered data were processed statistically through descriptive and inferential tests. Results revealed that there is a significant difference in the critical thinking skill levels of Junior high school students in Chemistry. The critical thinking skill levels of the student respondents were highly comparable with respect on their academic performance in Chemistry. The students demonstrated good knowledge, attitude and performance in Chemistry after the infusion of the critical thinking approach in the intervention. The different teaching strategies utilized in the research were applicable in the enhancement of the critical thinking skills of the Junior high school students in Chemistry.