Achievement In Chemistry Research Articles

Teaching and learning science as inquiry: an outlook of teachers in science education

For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.

ChatGPT in Organic Chemistry Classrooms: Analyzing the Impacts of Social Environment on Students’ Interest, Critical Thinking and Academic Achievement

This study aims to analyze the Impacts of Social Environment on Interest, Critical Thinking and Academic Achievement of Students Taught Organic Chemistry Using Artificial Intelligence ChatGPT. Correlational research design was engaged for the study. 50-students in SS3 with an average age of 17years, who have access to android phones and the ChatGPT application from two senior secondary schools in Gwale Local Government area of Kano State, Nigeria formed the study sample. The instruments used for data collection include; the students’ social environment, interest and critical thinking questionnaire (r=0.96) and Organic Chemistry Achievement Test (r=0.92). The data were analyzed using mean, standard deviation and Spearman Rank Order Correlation. The study revealed a high positive correlation between the social environment and student’s interest; Social environment and critical thinking; as well as social environment and students’ achievement in the ChatGPT’s Organic Chemistry Classroom. The study further found a strong positive correlation between the students’ interest and critical thinking, critical thinking and students’ achievement in Organic Chemistry among students in the ChatGPT condition. It was concluded that social environment has a strong positive impact on students’ interest, critical thinking and academic achievement in organic chemistry among students in the ChatGPT classrooms. The study recommends that, as the artificial intelligence (AI) ChatGPT is migrating into the chemistry classrooms, government needs to re-train chemistry teachers, school librarians and lab-technologists through refreshers courses to improve their performance in the concepts

Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry

Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to design instructions to enhance students’ learning experiences, which are crucial elements in addressing their achievements in organic chemistry. The study aimed to identify the conceptual difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry. Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the course. The study was situated within the theoretical framework of constructivism and employed an interpretivist qualitative case study design. The population under study consisted of all individuals who were enrolled in the Bachelor of Education program within the faculty of educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III course, where organohalides and stereochemistry were taught as units, were purposefully selected to participate in the study. The main instruments were document analysis, formal written tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs encountered difficulties when attempting to solve problems related to organohalides and stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study, therefore, recommends the implementation of suitable and appropriate instructional strategies to enhance PSCTs’ conceptual understanding and reduce misconceptions.

A study on textbook use and its effects on students’ academic performance

Curriculum education reforms are being carried out in various countries, in which great research interest has been generated in the use of textbooks and the effectiveness of their use. In this study, the focus is on the actual use of textbooks by the first students to use the 2019 edition of general high school chemistry textbooks (students graduating in summer 2022 and summer 2023) and its relationship with students’ interest and attitudes, and their academic achievements in chemistry. In this study, two questionnaires and one test with a standardized reliability and validity were developed. A quantitative analysis method was used to determine how the students (N = 2874) used the new textbooks. Correlation analysis was used to explore the correlation between the use of new textbooks and students’ interest, attitudes, and academic achievements among students (N = 250).The results show that students rate the new textbooks highly, but there is still much room for improvement in the functional value of the new textbooks. Correlation analysis and regression analyse showed that there was a significant correlation between students’ use of chemistry textbooks and their interest and attitudes, but the correlation between them and their academic achievements in chemistry was not directly significant. At the same time, the use of the new textbooks revealed a different dynamic and atmosphere in the chemistry classroom, with more classroom student activities taking place and students being able to participate more deeply and actively in them. This contributed more to students’ interest and attitudes, and improved their performance in chemistry. In this study, we strongly argue for the importance and value of textbook use for student learning on the one hand and for the enrichment of student-centred textbook use research on the other.

Impact of Performance Assessment on Ssii Students’ Interest and Academic Achievement in Physics, Chemistry and Biology In Katsina State, Nigeria

The study examined the impact of performance assessment on students' interest and academic achievement in physics, chemistry, and biology in Katsina State, Nigeria. The study included six (6) Government Secondary Schools in Katsina State, with a total of 180 respondents. About 100 students were chosen through simple random sampling. Data was collected using a self-designed questionnaire called Students' Interest and Academic Achievement in Physics, Chemistry, and Biology Questionnaire Test (SIAAPCBQT) with a reliability coefficient of 0.85 Cronbach alpha. Inferential statistics such as T-test and simple regression were used to analyze the data for significant impacts of performance assessment on interest. The results showed that students' interest in science subjects has a noticeably positive impact on their academic achievement. The study recommended providing new science textbooks and modern equipment in schools, as well as maintaining interactive assessment methods to promote students' interest and improve academic achievements.

Teachers’ Teaching Effectiveness and Students’ Academic Achievement in Chemistry in Calabar South Local Government Area, Cross River State

Teachers’ Teaching Effectiveness and Students’ Academic Achievement in Chemistry in Calabar South Local Government Area, Cross River State

Impact of spaced learning techniques on cognitive domains of achievement in chemistry among secondary school students

Impact of spaced learning techniques on cognitive domains of achievement in chemistry among secondary school students

Biomathematical approach determination of a rational formula of complex phytocompositions

Despite the huge achievements of pharmaceutical chemistry, herbal medicines based on medicinal plant raw materials (MPRMs) are still in demand for the treatment of both humans and animals diseases. Their main advantage is the small number of contraindications and side effects. In this case, not one but several phytocompositions are often used, which makes it possible to enhance the effectiveness of the drugs and expand the spectrum of action. The key point in creating multicomponent (galenic) preparations is the development of an accurate phytocomposition formula that best meets the set goals. This process is quite complex and timeconsuming. The purpose of this study was to determine the rational formula of complex phytocompositions based on a biomathematical approach. To reduce the number of performed experiments compared to blind enumeration and increase the reliability and efficiency of the quantitative formula of the phytocomposition, we tested a combination of the approach used in mathematics to search for the extremum of functions of many variables with a biological experiment on Parametium caudatum. In this case, the variables were the shares of each MPRM in the final recipe; function was understood as the pharmacological activity of a substance, determined through its membrane-stabilizing and antioxidant effect. This made it possible to determine the effective ratio of phytocomposition components faster and at lower costs. A comparison was made among more than 100 model samples. It has been established that all of them are non-toxic and have a good antioxidant and membranestabilizing effect. The final combination is by 10-20% more effective than other model samples and therefore it is advisable to use it in the future as the main ingredient for obtaining liposomal preparations for external use with a good pharmacological effect.

The Effect of a Culturally Responsive Teaching Approach Integrated with Comics with the Think Talk Write Learning Model on Students’ Learning Activities and Achievement in Basic Law of Chemistry Topics

&lt;table width="567" border="1" cellspacing="0" cellpadding="0"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td valign="top" width="406"&gt;&lt;p&gt;This study examines the impact of integrating the Culturally Responsive Teaching (CRT) approach with comic-based learning and the Think Talk Write (TTW) model on student learning activities and achievements in fundamental chemistry. Focusing on chemical reactions (combustion, rusting, fermentation, etc.) and laws (Dalton’s, Proust’s, Gay-Lussac’s, etc.), the research adopts a pretest-posttest non-equivalent control group design in a quasi-experimental setting with 36 students divided equally between control and experimental groups. Comparative analysis shows that the experimental group outperforms the control group in learning activities and achievements. The experimental group, subjected to the CRT and TTW model, demonstrates significantly higher engagement in learning activities. The N-Gain Score test reveals a notable increase in learning effectiveness—56.40% for the experimental group versus 29.69% for the control group, indicating the latter's relative ineffectiveness. In learning achievement, the experimental group exhibits a considerable improvement of 67.20%, while the control group shows a moderate gain of 50.12%. The results of the Multivariate Analysis of Variance (MANOVA) test, with the positive effect of integrating CRT with comics and the TTW model on student learning activities and achievements. The study highlights the efficacy of this approach in enhancing students' understanding and engagement in chemistry, suggesting a promising direction for future educational practices.&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;

Enhancing Secondary School Students’ Achievement in Chemistry Using Collaborative Instructional Strategy

The study explores the impact of a collaborative instructional strategy (CIS) on students' academic achievement in the Aguata Education Zone of Anambra State, Nigeria. The study also delved into the potential effect of gender on students' achievement in chemistry. The pre-test, post-test non-equivalent control group design was utilized in this quasi-experimental study. There were 2,328 senior secondary two Chemistry students in the population. A sample size of 101 Chemistry students (43 males and 58 females) was selected using the purposive sampling technique from two intact classes at two co-educational schools. Using Kendall's Coefficient of Concordance (w), the Chemistry Achievement Test (CAT) reliability index was calculated to be 0.94. While ANCOVA was used to test the hypotheses at 0.05 level of significance, mean and standard were used to answer the research questions. The findings of the study showed that CIS enhances students’ achievement in chemistry more effectively than the conventional strategy. Also, gender has no significant influence on students’ achievement in chemistry. It was recommended among others that educational stakeholders should hold conferences and seminars to train the teachers on how to use CIS in teaching and learning chemistry. Moreover, CIS should be used to ensure and enhance gender equity in both chemistry learning and other school subjects.

The effect of e-learning-assisted instruction on students’ achievement in chemistry

This study investigates the impact of e-learning on students’ achievement in chemistry, guided by three research questions and one hypothesis. Using a quasi-experimental pretest-posttest design with a non-randomized control group, 21 Senior Secondary School Two (SS2) chemistry students from four coeducational schools in Nnewi North were randomly selected. Data collection involved a Chemistry Achievement Test (CAT) sourced from WAEC past questions, a Computer Assisted Instructional Package (CAIP), YouTube, and the Chemistry Performance Test (CHEMPET). Instrument reliability, verified through Cronbach alpha procedures, yielded a value of 0.83. Analysis of the data, employing mean, standard deviations, and a significance level of 0.05 in the t-test for the hypothesis, revealed that students using e-learning performed better on post-tests and knowledge retention exams. Notably, female students outperformed males in e-learning-supported teaching. The study underscores the significant difference in performance between male and female pupils exposed to e-learning. Recommendations emphasize the importance of supporting educational computer programs like e-learning for effective teaching and learning of chemistry, calling on curriculum designers, policymakers, and educators to integrate such practical approaches.

EFFECTS OF ANALOGY AND TARGET TASK APPROACH (TTA) ON STUDENTS’ ACHIEVEMENT IN GAS LAWS IN SENIOR SECONDARY SCHOOLS IN DELTA STATE, NIGERIA

The study sorts out between the Target Task Approach (TTA), Analogy, and Lecture method that will best increase the achievement and retention of learned concepts. It adopted a quasi-experimental design with a study population of 42,811 and a sample of 294 students drawn from nine government schools in Delta State, Nigeria. The instrument for the study was the Chemistry Achievement Test (CAT) which was found valid in face and content. The reliability was established using the Kuder-Richardson formula 21, and a reliability coefficient of 0.89 was obtained. Chemistry Achievement Test was employed in gathering data, while Analysis of Variance was used to analyse the data after the groups’ equivalence was established. The results showed, among others, that all three methods significantly affected achievement; students under Analogy and TTA achieved and retained significantly higher than those in the Lecture method. The study concluded that Analogy and TTA should be employed rather than Lecture method to improve students’ achievement and retention. It was recommended that Analogy and Target Task Approach (TTA) should be adopted by Chemistry teachers in teaching Chemistry at the secondary school level, and school administrators should provide and organise in-service training for Chemistry teachers to equip them with the required skills needed to implement Analogy and Target Task Approach (TTA) with no difficulty. This will also ensure in-depth knowledge and mastery of Chemistry concepts.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0018/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria

This study aimed to examine the impact of the 5Es (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional strategy on secondary school chemistry students' academic achievement in Calabar, Nigeria. A quasi-experimental design was adopted for this study. The population comprised 2,350 Secondary School (SSII) chemistry students drawn from the Calabar Education Zone, Nigeria, from which a sample of 240 students was identified through proportionate stratified random and judgmental sampling techniques. The data was collected through an instrument called ‘’chemistry achievement test’’ (CAT). Two research hypotheses were stated to direct the study. Data obtained were analyzed using the analysis of Covariance and Multiple Classifications Analysis. Results indicated that learners tutored with 5Es instructional strategy enhanced academic achievement more than those tutored using the conventional method. However, students' gender did not make any impact on their achievement when tutored with 5Es instructional strategy and lecture method. It was concluded that the utilization of inquiring and critical thinking skills when students were tutored using the 5ES instructional strategy would be responsible for their high achievement. It was recommended that the introduction of the 5Es instructional strategy should be implemented from the basic primary science to build the younger scientist minds into more creative, goal-oriented, problem-solving individuals.

The bumpy road to sustainability: Reassessing the history of the twelve principles of green chemistry

The widely recognized 12 principles of green chemistry, introduced in 1998, have become a focal point for environmentally conscious chemists worldwide. These principles are regarded as a comprehensive summary of the achievements of green chemistry and a roadmap for future advancements in the field, aligning chemistry with sustainability goals. They have been hailed as groundbreaking in addressing pressing global challenges, including environmental and climate crises. However, a closer examination reveals a more nuanced perspective. Criticisms have emerged, asserting that these principles may stifle the creativity of emerging chemists and distort the history of green chemistry. Dissenting voices are growing, prompting scholars to reevaluate their effectiveness and relevance. It appears that the 12 principles provide an overarching narrative and a common language to practitioners of green chemistry but their success does not proceed from their ‘scientific’ qualities but should be rather understood in socio-historical terms. Analysing these principles provides insights into the mindset and collective identities of chemists, highlighting how underlying value-driven frameworks shape scientific discourse. It becomes evident that these frameworks can be co-opted and persist unquestioned for extended periods. The objective of this article is to demystify the 12 principles, stimulating dialogue on the necessity of self-reflection within scientific fields that heavily rely on value-laden sustainability-oriented terminology.

Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration

The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBDE) and a student hands-on experiment (SHE), on students’ academic performance. A total number of 324 senior five students studying chemistry as one of the main subjects in their combinations were selected from four provinces and Kigali city in Rwanda. The data were collected using a chemistry achievement test comprising 30 multiple-choice questions. This test was administered before and after teaching intervention to measure the effect of the three teaching approaches on students’ academic performance of solutions and titration. The Kruskal–Wallis test indicated that both SHE and TBDE had a higher mean rank after the intervention than the TTM group. The post-hoc test showed a statistically significant difference in the mean score of TTM vs. TBDE, as well as TTM vs. SHE. However, there was no significant statistical difference between the SHE vs TBDE groups. The results indicate that providing laboratory experiments through SHE or TBDE approaches significantly improved students’ academic performance of solutions and titration. Chemistry teachers are advised to use laboratory experiments provided either through SHE or TBDE as an effective remedial tool that could improve students’ performance in solutions and titration.

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

Learner and Environmental Factors Influencing Students’ Academic Achievement in Chemistry in Public Day Secondary Schools in Nandi East Sub County Kenya

Learner and Environmental Factors Influencing Students’ Academic Achievement in Chemistry in Public Day Secondary Schools in Nandi East Sub County Kenya

The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students’ achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA). An embedded mixed-method was employed. For the quantitative part, a 25-item chemistry achievement test was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test control group study design. Both descriptive and inferential statistics were utilized to analyse the data. Semi-structured interviews were used to triangulate it the with quantitative results. Quantitative results demonstrated that although difference was not statistically significant, incorporating computer simulations within CBIS helps students do better than they would have without. SICBIS and CBIS outperformed SICTA and CTA in COABS. Also, implications and recommendations are made.

Effect of Target Task Approach on Students’ Ability level and Retention in Senior Secondary Chemistry in Delta State, Nigeria

The study was aimed at using Target Task Approach to bridge the ability gaps of students in Secondary School Chemistry. It adopted a pretest, posttest, delayed quasi-experimental design with a sample size one hundred and seventeen students in both the experimental and control groups. Three research questions and hypotheses were raised and formulated to guide the study. The instruments for the study includes a Chemistry Achievement test (CAT) and Scholastic Ability Test. The instrument were validated and their reliabilities established. The reliability coefficient of both instrument using the Kudar-Richardson formulae 21 and Chromberg alfa were 0.89 and 0.72. Mean and standard deviation were used to answer research questions while the independent t-test was used in testing the hypotheses. The result showed a no significant difference on achievement and retention of low and high ability students taught Chemistry using Target Task Approach.

Remediating Students’ Misconception And Achievement In Chemistry Via Science Writing Heuristics And Peer Review Instructional Strategies In Delta State

The study looked at remediating students’ students’ misconception and achievement in chemistry via science writing heuristics and peer review instructional strategies in Delta State using quasi-experimental design. The population comprised 18,879 Delta State’s public secondary schools. 328 SSII chemistry students were sampled for the study. 3 experts validated Two-Tier Chemistry Test (TTCT) with reliability values of 0.79 (for achievement) and 0.72 (for misconception) was used for data collection. The outcome of ANCOVA analysis indicated that students taught chemistry via science writing heuristics, peer review and lecture approach had significantly different mean misconception and achievement scores; in favor of science writing heuristics and peer review strategies. The study came to the conclusion that peer review and science writing heuristics are useful instructional strategies for remediating students’ misconceptions, and improving students’ achievement in chemistry. The adoption of science writing heuristics and peer review strategies by chemistry teachers in teaching chemistry was recommended