Achievement In Chemistry Research Articles

Effects of games on students’ emotions of learning science and achievement in chemistry

ABSTRACT This study investigated the time effect of cooperative games on students’ emotions of learning science and the treatment effect on their chemistry achievement. This quasi-experimental study compared the use of cards, board games, and riddles, and the use of conventional paper-and-pencil exercises to learn the basics of chemical elements and compounds, for a duration of 4 weeks. One hundred and fourteen ninth graders at an urban public high school in Taipei were involved. The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period. While no time effect was observed for the experimental group, a significant time effect on positive and negative emotions in the comparison group using exercises was found: high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games. However, no significant difference for the high achievers of the two groups was discovered. This study showed that conventional exercises were detrimental to middle and high achievers’ learning emotions, although their concepts improved. Science teachers may try innovative activities such as collaborative games to maintain students’ positive emotions and facilitate low achievers’ conceptual learning.

Evaluation of Laboratory Performance, Associated Factors and Staff Awareness Towards Achieving Turnaround Time in Tertiary Hospitals, Ethiopia.

WHO recommends that each laboratory should establish turnaround time (TAT) to monitor and evaluate performance throughout processes. The status of established TAT was not yet assessed in Ethiopian Armed Force Comprehensive Specialized Hospital. The aim of this study was to evaluate the laboratory performance and associated factors towards achieving TAT in clinical chemistry and hematology tests at Armed Force Comprehensive Specialized Hospital, Addis Ababa, Ethiopia. Hospital-based cross-sectional study was conducted from April 2019 to June 2019. Standardized questionnaire was designed to collected data on awareness of laboratory staffs about TAT. The data was entered, cleaned and analyzed using SPSS version 24.0 Software. Logistic regression analysis was done to find out statistically significant association and strength of association between dependent and independent variables at pvalue <0.05. A total of 422 test results were systematically selected with 100% response rates. Of these, 253(59.9%) were chemistry tests. From the expected < 90min TAT clinical chemistry tests, only 41(16.2%) and from < 60min TAT time for hematology tests, 37(21.9%) met the target. The laboratory TAT was affected by factors including high work load, laboratory information system problem, power interruption and sample collection time. Moreover, the level of knowledge, attitude and practices of laboratory staffs towards laboratory TAT were 60%, 85.7% and 62.9% respectively. Overall achievement of clinical Chemistry and hematology tests TAT was poor. The finding might reflect other public hospital situation in Addis Ababa. Thus, additional large scale studies need to conduct.

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&lt;0.05. There was no significant difference in mean achievement of male and female students who were exposed to PBL strategy, P=0.072&gt;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

Edu-Kit “Our Coffee” Development on Problem Based Learning Model for Vocational Agribusiness and Agrotechnology Programs on Material Separation Mixture

&lt;p&gt;Student achievement in chemistry is relatively low because chemistry topics are not integrated with students’ expertise programs. The lack of variation in teaching material and learning model also reduces the motivation to study chemistry. One of the science-chemistry materials in vocational high schools is separation of mixture, taught in the agribusiness and agro technology specialization programs. Many business sectors such as cafes are starting to stand in the community, requiring coffee serving skills and also knowledge about coffee that can be viewed from the chemistry side. Chemical changes due to coffee cultivation and the processes through which coffee can be consumed can be learned through interactive and communicative teaching materials&lt;/p&gt;&lt;p&gt;One way to present and integrate coffee topics in learning is to develop an Edu-Kit which contains problems in coffee that are integrated with separation of mixture topic. Separation of mixture is contained in the 2013 Curriculum. The choice of problem-based learning models is assessed according to the characteristics of vocational learning, which is to present real problems and solve them while learning the concepts needed. The Edu-Kit development uses the research and development (R&amp;amp;D) method of Borg and Gall. E-book was chosen as an application in the development of Edu-Kit which includes text, sound, picture and video. Validation data were collected from 2 validators and readability tests by students. Data were analyzed using quantitative and qualitative techniques. The effectiveness of the Edu-Kit uses quasi experimental, pretest and posttest designs. There were 62 samples determined by the saturation sampling technique. The sample is divided into two classes, namely the experimental and control classes. Edu-kit effectiveness from posttest scores, analyzed using the Mann Whitney U Test using SPSS. The results of Edu-kit development obtained an average percentage of validation of 91.90% with very decent criteria. While the results of the effectiveness test showed that the use of Edu-kit made students' understanding better in mixed separation material.&lt;/p&gt;

Effect of Small Private Online Course (SPOC) on Students’ Achievement in Pre-University Chemistry

The purpose of this study is to identify the effect of Small Private Online Course (SPOC) on the students’ achievement in chemistry subject at the pre-university level. For this purpose, three types of learning series were designed, which are Learning Series One, Learning Series Two, and Learning Series Three. Learning Series One and Learning Series Two comprised of face-to-face (F2F) learning and SPOC in a different order while Learning Series Three consists of F2F learning only. Two experimental groups and a control group involved 66 students who were studying chemistry subject at a pre-university college were randomly selected. They learned the chemical bonding topic of the subject for twelve weeks using the assigned learning series. After justifying the reliability and validity, the pre-test and post-tests for achievement have been used as research instruments for students’ assessment of achievement in the different groups. The study outcomes show that there is a significant difference among different learning series in the achievement test scores in favour of Learning Series One, which initially implemented SPOC followed by F2F learning. Based on the results obtained, the researcher recommended that SPOC has to be introduced and widely implemented in teaching Chemistry subject at the matriculation college as it produced a positive impact on the achievement of the students. More studies have to be carried out for other subjects in the future using SPOC for the teaching and learning process as the effectiveness of the online learning has been proved by the literature. https://doi.org/10.26803/ijlter.19.7.11

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

Anodyne activities of New Tetrazole derivatives from Triazine

The creation of novel drugs containing a tetrazole ring as a structural fragment has contributed considerably to the outstanding achievements of the pharmaceutical chemistry in the last decade. Tetrazoles are the heterocyclic compounds having diverse biological activities such as analgesic, antiinflammation, antimicrobial, anticancer, antidiabetic, etc., and an impending source in biosciences. In this paper, the authors describe the synthesis of novel tetrazoles from N, N-( 6-Phenyl-1,3,5-triazine-2,4-diyl) dibenzamide (PTDDB) and 2-phenyl-4, 6-di(2H-tetrazole-2-yl)-1,3,5-triazine(5a-i) were prepared per the proposed scheme. A new class of tetrazole heterocycles were synthesised and characterised. I n vivo analysis was carried out on the analgesic property of synthesised tetrazole derivatives (5a, 5b, 5c). Characterisation studies such as IR, 1H NMR, 13C NMR, Mass and elemental analysis were performed for the synthesised tetrazole derivatives. Some of the tetrazole derivatives 5a, 5b, and 5c were tested for anodyne activity using morphine as the standard drug. The data reveals that all the three compounds 5a, 5b and 5c taken for the study show analgesic activity by hot plate method and tail flick methods. Among tested compounds, compound 5c is found to have potent analgesic (anodyne) activity. The results of the study indicate that the sample taken for the study show fairly good business using morphine as the standard drug.

META-ANALYSIS OF INFLUENCE OF GENDER ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN NIGERIA

Evident reports on the inconsistencies of the findings of the studies on the influence of gender on student’s academic achievement in chemistry in Nigeria necessitated this study. The study is aimed at integrating the results of previous empirical studies on the influence of gender on students’ academic achievement in chemistry in order to come up with a conclusive idea. Two research questions and one hypothesis guided the study in which meta-analytic research design was used. The population of the study consists of all previous research reports on gender and achievement in chemistry. Sixty-two studies produced in Nigeria between 1990 – 2017 drawn using purposive sampling technique was used for the study. Percentages and statistical transformations were used to analyze the data for the result while the Winer combined test was used in testing the hypothesis. From the data analysis, it was found that gender generally has small effect on the students’ achievement in chemistry. It was also found that the percentage variance in the students’ academic achievement attributed to gender is 3.8% which is also small. Based on these findings some recommendations were made.

Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

The Effects of Pre-Service Teachers’ Chemistry Perceptions on their Academic Achievement

The purpose of this study was to investigate the effects of pre-service teachers’ chemistry perceptions on their academic achievement. The study was hinged on the behaviourist and constructivist methodologies of perception studies. The study employed a quantitative research method by using students’ end of first semester chemistry examination results as the measure of chemistry achievement and a survey questionnaire (Chemistry Perception Questionnaire (CPQ), which was a Likert-type questionnaire. Data from end of first semester examination and CPQ were collected from 72 Level 200 and 60 Level 300 elective science pre-service teachers’ of Tamale College of Education. Pearson’s moment correlation was run separately for the perceptions and academic achievements of the pre-service teachers. The findings of the study reveal that there is a negative correlation between the perceptions held by pre-service science teachers of Tamale College of Education about the chemistry curriculum and their academic achievement (r= -0.046 and r= -0.078 for Levels 200 and 300 students respectively). This means that as their perceptions deepened, their academic achievement decreased. The study also revealed that the polarity of perception statements does not significantly affect the correlation coefficient. It is however, very imperative to combine both negative and positive statements in order to reduce acquiescence bias. In conclusion, chemistry educators must seek to resolve students’ perceptual difficulties as it is very crucial in setting the tone for their academic progression in excellence. Keywords: Pre-service Teachers, Chemistry perception, Polarity of perception questions, Achievement DOI : 10.7176/JEP/11-21-20 Publication date :July 31st 2020

A Three Model Parameter Of Chemistry Achievement Test Among Secondary School Students In Ibadan Metropolis, Nigeria

A Three Model Parameter Of Chemistry Achievement Test Among Secondary School Students In Ibadan Metropolis, Nigeria

EFFECT OF PHONE TECHNOLOGY IN ACHEIEVEMENT AND THE LOGICAL OF EDUCATION FOR PUR SCIENCES IBN AL HAYTHAM

The research aims to study the effect of mobile phone technology in achievement and the logical thinking in the students of the College of Education for Pure Sciences Ibn Al-Haytham. The research was applied to the students of the third stage chemistry department and by adopting the experimental method for the post-test of achievement, of logical thinking, The students were divided into a first experimental group( 21) students and a second experimental group (21) students male and female by adoption of mobile technology by usual method and a usual group contains ( 21) male and female students were studied by the adoption of the usual method only. After the equivalence made in the two group, the time age ,the IQ, the logical thinking scale, the grades of the students in industrial chemistry subject of the first chapter for the third stage, the scientific subject was identified as the experiments of the second term in the laboratory of industrial chemistry, the extraction of behavioral purposes, preparing the necessary plans and teaching students according to their steps. After the two tools were applied represented by the post-achievement test (50) items and the scale of post logical thinking (40) items, the results were analyzed by statistical means approved as Pearson correlation coefficient, T-test, coefficient of difficulty, discrimination and effectiveness of the wrong alternatives. So it was reached to The following results: The results showed the effect of mobile technology in the achievement of industrial chemistry and logical thinking in the students of the College of Education for pure science Ibn al-Haytham for the benefit of the first and second experimental group under these results, the research recommended the number of recommendations and proposals

Effectiveness of blended learning approach on achievement in chemistry

Effectiveness of blended learning approach on achievement in chemistry

The effectiveness of an educational program according to the theory of Situated learning in the achievement of chemistry and the development of future thinking for high school students

The effectiveness of an educational program according to the theory of Situated learning in the achievement of chemistry and the development of future thinking for high school students

Saudi Standardized Tests and English Competence: Association and Prediction for Freshmen Medical Students’ Performance in Chemistry

The research is created to investigate the prediction of admission criteria for medical student achievement in chemistry in Saudi Arabia. It examines if the General Aptitude Test (GAT), the Scholastic Achievement Admission Test (SAAT), and English competence, can to a certain extent predict and foretell students&amp;rsquo; achievement in the chemistry. The study sample consists of 240 participants, providing their grades in the admission criteria and chemistry. Regression analyses are utilized to define the weight of individual admission criterion prediction for student achievement in chemistry. It illustrates that admission criteria could predict students&amp;rsquo; grades in chemistry with a variance of 30%. The results also show English competence does play a more significant rule in predicting students&amp;rsquo; performance in chemistry. More research is needed to examine whether these criteria are also predictors with a large scale of students&amp;rsquo; population.

Peer-Led Team Learning (PLTL), Student Achievement and Engagement in Learning Chemistry

The main purpose of this study was to determine the effects of Peer-Led Team Learning (PLTL) strategy on the achievement and engagement level students in Chemistry. It was conducted at Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal during the third quarter period of the school year 2018-2019. The participants of this study were chosen using purposive sampling. The sample students belong to one intact section of Grade 9 composed of 36 students. This study utilized a one-group pre-experimental research design. The results revealed that there is a significant difference in the chemistry achievement and engagement level of the students before and after their exposure to Peer-Led Team Learning. Significant difference was found in all the CIP engagement factors which are; cooperation, interest and participation after the students were exposed to PLTL. In overall there is a significant difference in the engagement mean of students before and after the implementation of PLTL. It was concluded that the use of Peer-Led Team Learning had positive effects to the learning achievement in chemistry and engagement of students. The workshop participants revealed they are felt comfortable learning under the peer leaders because they approachable and they were able to execute the lessons properly and clearly. The students also enjoyed sharing ideas and working with each other that triggered cooperation among them.

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.

Case Study: Students’ Achievement In Chemistry, Technology, Engineering and Mathematics (CTEM) at Urban School

Since Malaysia engaged to become a developed country and compete globally, Chemistry, Technology, Engineering, and Mathematics (CTEM) integrated into Malaysia education since the year 2017. This study determined students’ achievement in CTEM at urban schools. The Methodology for this study was quasi-experimetal with a sample of 30 students. The instrument used for data collection was test validated by two experts and reliability index of 0.79 was obtained. . The findings showed that the urban students learning CTEM for chemistry topics were still in improvement stage. It was concluded that learning achievement and performance such as critical thinking, creatitivity, problem-solving and innovative skills get improved as the CTEM are continuously integrated into the curriculum of urban schools.

Vocational High School Students Chemical Literacy on Context-Based Learning: A Case of Petroleum Topic

The study aims to investigate the effect of context-based learning (CBL) on vocational high school students’ chemical literacy of petroleum topics. Through quasi-experimental research with pretest-posttest design, 30 students from the automotive engineering program were assigned as the experimental group, while 31 students from the same school were devoted to the control group. The experimental group was exposed to the CBL whereas the control group was taught with traditional learning. To collect data, a petroleum chemical literacy test (PCLT) with 8 open-ended questions was used. The data were analyzed via Independent t-test and descriptive analysis. The results showed a statistically significant difference between the chemical literacy levels of the experimental and control groups. Even though the students have good chemical literacy in implementing the CBL, they need to improve their abilities to reach the goals of the science/chemistry curriculum. The current study suggests that the CBL should be further used in vocational high school to enhance students' chemistry achievements.&nbsp;

Blended learning source of satisfaction of psychological needs

PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.Originality/valueBlended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.