Achievement Of Students In Chemistry Research Articles

Cultural resources, academic self-concept, and achievement of chemistry students in senior secondary schools of Calabar Municipality, Cross River State, Nigeria

This paper investigated cultural resources, academic self-concept, and achievement of chemistry students in a senior secondary school in Nigeria. Research questions and hypotheses were formulated to direct the study. A quasi-experimental factorial design was used in this study, which had a sample size of 90 senior secondary chemistry students. The Academic Self-concept Questionnaire (ASCQ) and Chemistry Achievement Test (CAT) were used in this study. The reliability of ASCQ was done using Cronbach Alpha and it was 0.80 while the reliability of CAT was done using Kuder Richardson formula 20 and had a coefficient of 0.79. The results obtained were analyzed using a dependent t-test and analysis of variance (ANCOVA). Analysis of data showed that the academic self-concept of the students increased after using cultural resources and the experimental group gained more than the control. This study found that cultural resources made the learning of chemical concepts easy to comprehend as the materials were things that the learners were familiar with. This study recommends, among others, that teachers use cultural resources in teaching chemistry.

CHEMIKA and Students’ Academic Achievement in Chemistry

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.

Impact of the Plugged-in and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry

Computational thinking (CT) is one of the systematic tools in problem solving and widely accepted as an important skill in the 21st century. This study aimed to identify the effectiveness of the Chemistry Computational Thinking (CT-CHEM) Module on achievement in chemistry. This study also employed a quasi-experimental design with the participation of 85 form four students in Malaysia. The three types of teaching approaches, namely CT-CHEM Module Plugged-in (CTMP), CT-CHEM Module Unplugged + Plugged-in (CTMUP) and conventional method (CM), were systematically designed and implemented. The achievement of students was measured using an achievement test, where validity and reliability were justified and two-way ANCOVA was used to analyse the data. Findings confirmed that the achievement of students in chemistry is significantly higher in the CTMP group as compared with the CTMUP and CM groups. Instead, gender had no significant effect on students’ chemistry achievement. This study concludes that when students were exposed to teaching and learning strategies by integrated CT through plugged-in strategy more effective than a combination of plugged-in and unplugged. Plugged-in visualisation activities are more effective in increasing the understanding and achievement of students compared with the combination of plugged-in and unplugged activities. Plugged-in through visualisation activities is more effective than the combination of plugged-in and unplugged. This is because, the abstract concept in electrochemistry is easier to understand by students through the visualisation activity approach using a computer in explaining the important concepts in the topic and because the whole content is interrelated.

Effect of Brainstorming strategy on Senior Secondary School Students’ Academic Achievement in Chemistry in Rivers State, Nigeria

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.

Appraisal of Effect of Problem-Based Learning Strategy on Chemistry Students’ Academic Achievement in Senior Secondary Two in Mole Concept in Ahoada West Local Government Area, Rivers State

The study determined the effect of problem-based learning strategy on chemistry students’ academic achievement in SSII in Ahoada West local government area of Rivers State, Nigeria. Two research questions and two hypotheses were used for the study. A quasi experimental, pre-test and post-test design was employed for the study. A total of 80 SSII Chemistry students out of 312 from ten senior secondary schools in Ahoada West LGA were selected through stratified random sampling technique as the sample for this study. One instrument was utilized for this study; namely, Chemistry Achievement Test (CAT) developed by the researchers and was validated by three experts, two from Chemistry education unit and one from research method unit. All from the department of science education, University of Nigeria, Nsukka and was used for data collection. The reliability coefficient of the instrument was established using 20 SSII Chemistry students from a different secondary school that is not part of the study, but the students do possess the same status. Cronbach’s alpha reliability estimate was used to determine the internal consistency of the items which was found to be 0.81. The data collected were analyzed using mean, standard deviation and ANCOVA. The study showed that students in the experimental group achieved significantly higher mean scores than students in the control group. P=0.000<0.05. There was no significant difference in mean achievement of male and female students who were exposed to PBL strategy, P=0.072>0.05. Based on these findings, the researchers recommended among others that Chemistry teachers should be encouraged to utilized PBL strategy as a means of instructions since it enhanced achievement of students in Chemistry. Keywords: Problem-Based Learning, Academic Achievement, Senior Secondary School II Students, Gender, Chemistry DOI: 10.7176/CMR/12-6-05 Publication date: August 31 st 2020

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

The aim of this study was to find out the factors affecting students academic achievement of secondary school students in chemistry in some selected secondary schools in Obudu Local Government Area of Cross River State. Four research objectives, questions and hypothesis were formulated to guide the study. The research under took survey design with a population of 1000 students and a sample size of two hundred (200) SS2 Chemistry students. Two of the hypothesis; students attitude and interpersonal relationship were tested using pearson product moment correlation co-efficient analysis. While resource availability and students regularity to class was tested using Independent t-test The four hypothesis were significant; this implies that; students attitude, resource availability, students – teacher inter-personal relationship and students regularity to class influence academic achievement of secondary school chemistry students. It was therefore concluded and recommended that teachers should employ teaching strategies that would enhance the attendance rate of students in their classes. Teachers should build positive relationship with students to enhance learning of chemistry. Both teachers and students should be advised to attend classes regularly, and the school should provide relevant policies that would ensure the attendance of students in classes to enhance academic achievement in chemistry.

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

Academic achievement of Nigerian secondary school students in Chemistry has not been satisfactory to many for nearly a decade now and this is becoming one of the most exigent puzzles facing teachers as well as students which require an urgent solution. Motivation has been recognized as one of the factors that have great impact on academic achievement. Therefore, this study examined the contribution of students' academic motivation in predicting students' academic achievement in Chemistry. The study was carried out in two schools of science (Ipade and Oladipo) in Oyo state. The descriptive survey design was employed for the study. A total number of 150 students which comprised 66 male students and 84 female students were randomly selected from the schools. Data were collected from the participants through the researchers designed questionnaire containing the Motivation Scale (AMS) which consists of 20 items and achievement test in chemistry. The achievement test comprised 20 questions in Chemistry. The data collected were analyzed by correlation and simple linear regression using R software version 3.6.2. The results of the analysis revealed a positive correlation between the motivation and the students' achievement in chemistry, and the students' academic achievement was observed to increase with increase in motivation. It was concluded that high motivation is likely to promote higher academic achievement of the students in Chemistry, while low motivation is also likely to diminish it. Therefore, motivation can be seen as an index for determining the levels of students' achievement in chemistry. This finding should serve as a weapon for every potential chemistry teacher, parents/guardians and students in combating poor academic achievement in Chemistry.

TO STUDY THE EFFECTIVENESS OF CONCEPT ATTAINMENT MODEL OF TEACHING ON ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY

Concept Attainment Model as teaching strategy to teaching is concerned with the concept formation and concept attainment. Concept attainment is a process of finding out defining attributes of a given category. Concept Attainment Model helps to clarify ideas. It engages students in formulating a concept through the use of illustrations, word cards or specimens called examples. Concept Attainment Model is well suited to classroom use. This study was conducted to determine the effect of Concept Attainment Model on academic achievement of Secondary School Students in Chemistry by using experimental method. The sample of the study included 60 Class IX students. Purposive sampling technique was used to collect data. The students were divided into two groups (30 students in each group) i.e. experimental and control group on the basis of scores on intelligence test. The experimental group was taught through concept attainment model and the control group was taught by using traditional method. After completion of teaching, a self-developed achievement test was administered on both the groups. For drawing out the result, t-test was used. The result showed that students exposed to concept attainment model possessed higher score than the students taught through traditional method.

Effect of Computer Simulations on Secondary School Students’ Academic Achievement in Chemistry in Anambra State

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.

Relationship between Peer Group Influence and Students’ Academic Achievement in Chemistry at Secondary School Level

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.

Social Media and Learning Styles as Correlates of Senior Secondary Students’ Chemistry Achievement in Abeokuta, Ogun State, Nigeria

<p>Students spend most of the time they should have spent on reading on social media, meanwhile social media should be a tool for students to enhance their learning styles and improve their achievement in chemistry. Literatures revealed that both learning styles and social media affect the academic performance of students either positively or negatively, however little or no attempt has been made to investigate the effect of both on the academic achievement of students in chemistry. This study thus investigated the effect of learning styles and social media on the achievement of senior secondary school chemistry students in Abeokuta south local government of Ogun State, Nigeria. It is ex post facto research design. The population of study is all the public secondary schools students in Abeokuta South local government area of Ogun State. Random sampling was used to select five schools while forty SSIII chemistry students each were purposely selected from the schools to give a total of 200. The students responded to three research instruments which were Chemistry Achievement Test (CAT) (reliability = 0.79), and Social Media Usage Scale (SMUS) (reliability = 0.85). Five research questions were answered and data was analysed with descriptive statistics including graphical presentations. Use of Facebook (57%) was prevalent among the students. Participative learning style (mean = 15.88, mode = 17) was found to be the style commonly used by chemistry students. Both male and female students (t<sub> (198)</sub> =1.65, p> 0.05) were found to be equal on the use of social media. Students usually shared more personal features than sharing ideas or knowledge. There was no significant relationship between the use of social media and students’ achievement in chemistry. Science students, especially chemistry students are enjoined to devote some of the time they spent on social media for academic development rather than on social affairs mainly.</p>

Penerapan Teori Gal'perin dalam Proses Belajar Mengajar Kimia di SMA Sulawesi Selatan

This experimental study conducted in South Sulawesi aimed at obtaining empirical data concerning the effect of the Gal'perin theory on the achievement of students in chemistry. The technique of stratified random sampling was employed to select the sample among the SMA students of the academic year 1993/1994. The use of students with a level of significance of 0.05 in analyzing the data resulted that the Gal'perin theory was indeed effective as a teaching-learning method in chemistry.

Enhancing Students’ Achievement, Interest and Retention in Chemistry through an Integrated Teaching/Learning Approach

This study concerns the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the Learning Style and Achievement of chemistry students. The sample comprised 162 Senior Secondary School (SS 2) students drawn from two Science Schools in Nasarawa State, Nigeria which had equivalent mean scores of 9.68 and 9.49 in their pre-test. Five instruments were developed and validated while the sixth was purely adopted by the investigator for the study, Four null hypotheses were tested at α = 0.05 level of significance. Chi Square analysis showed that there was a significant shift in students’ learning style from Accommodating and Diverging to Converging and Assimilating when exposed to Concept Mapping- Guided Discovery Approach. Also t-test and ANOVA indicated that those who in experimental group achieved and retained content learnt better. Results of the Scheffe’s test for multiple comparisons showed that boys in the Experimental Group performed better than girls. It is therefore concluded that the Concept MappingGuided Discovery Integrated Approach be used in secondary schools to successfully teach electrochemistry. It is strongly recommended that chemistry teachers should be encouraged to adopt this method for teaching difficult concepts.

Technology Based Learning Environment and Achievement of Students in Chemistry at Secondary Level of Cbse and Up Board in India

Technology Based Learning Environment and Achievement of Students in Chemistry at Secondary Level of Cbse and Up Board in India

Learning Environment as Correlates of Chemistry Students’ Achievement in Secondary Schools in Akwa Ibom State of Nigeria

The study aimed at assessing how 13 learning environment variables taken together predict students' achievement in chemistry as well as their relative contribution to the prediction. Two research questions were raised and stratified random sampling technique was used to select 94 chemistry teachers and 600 of their chemistry students for the study. Learning Environment Questionnaire I and II (LEQ) and Chemistry Achievement Test (CAT) were used for data collection and analysed using multiple regression. The results showed that the 13 variables taken together had significant contribution to students' achievement in chemistry and accounted for 77.34% of the variation in students' achievement in chemistry. It was recommended that stakeholders in provision of chemistry education at the secondary school level must consider the eight variables that contributed significantly to achievement seriously during planning and executing chemistry education programmes for optimum achievement of students in chemistry.

Effects of Vee Diagram and Concept Mapping on the Achievement of Students in Chemistry

This paper presents on the results of an experiment that compared the effectiveness of the use of Vee Diagrams against that of Concept Maps in learning chemistry concepts. It followed a quasi-experimental and a non-equivalent comparison group approach. The experiment involved two classes of third-year students of Liceo de Cagayan University High School in Cagayan de Oro City during the school year 2009-2010. Before the intervention, two similar tests were prepared, the pretest (PRT) and the posttest (POT). The t-test and Analysis of Covariance (ANCOVA) were used to analyze the delta between the PRT and POT. The POT result shows that there is no significant difference in students’ achievement between these two approaches: Vee Diagrams and Concept Maps. Evidently, both helps students develop a rich system of concepts and their learning strategies that stimulate learners not only to use concepts that have already internalized but also to build conceptual interconnections. The conceptual interconnections that help students formulate theoretical explanations about observed changes. Teachers should stimulate students to integrate knowledge from the various scientific disciplines. The findings point to the importance of emphasizing connections between concepts in high-school Chemistry instruction. Keywords - vee diagram, concept mapping, achievement in chemistry

Testing the achievement of students in chemistry

Testing the achievement of students in chemistry