Chemistry Achievement Test Research Articles

Kitchen Resources and Academic Achievements of Chemistry Students

This research work examined the use of kitchen resources in the teaching of Thermochemistry to SS1 Chemistry students in rural and urban schools. The sample was made up of 60 males and 40 females from two secondary schools in Ikom Local Government Areas in Cross River State, Nigeria. The design for the study was pre-test post-test control design. Chemistry Achievement Test (Cat) was used to collect data for the study Kinder Richardson Formula 21 was used to establish reliability of Cat. The reliability of Cat was 0.84. Analysis of covariance and descriptive statistics was used for data analysis. Findings showed a non-significant difference in relation to type of school environment and sex. It was recommended that teachers be innovative and resourceful using materials found at home to teach Chemistry concepts. This is so as type of school environment does not affect learning but materials used in teaching.

School Environment and Academic performance of SS1 Chemistry Students

This research work examined the use of home materials in the teaching of Thermochemistry to SS1 Chemistry students in rural and urban schools. Home materials like used ; fermentation fruit juices, heating capacities wood, induced thermal decomposition of shellfish shell powder and dissolution of glucose were used for the experiment. A total of 100 senior secondary one chemistry students were involved in the study. The sample was made up of 60 males and 40 females from two secondary schools in Ikom Local Government Areas in Cross River State, Nigeria. The design for the study was pre-test post-test control design. Chemistry Achievement Test (Cat) was used to collect data for the study Kinder Richardson Formula 21 was used to establish reliability of Cat. The reliability of Cat was 0.84. Analysis of covariance and descriptive statistics was used for data analysis. Findings showed a non-significant difference in relation to type of school environment and sex. It was recommended that teachers be innovative and resourceful using materials found at home to teach Chemistry concepts. This is so as type of school environment does not affect learning but materials used in teaching.

IMPACT OF GENERATIVE LEARNING MODEL ON ACADEMIC SELF CONCEPT AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN ONITSHA EDUCATION ZONE, ANAMBRA STATE, NIGERIA

The study investigated the impact of generative learning model (GLM) on academic self-concept and achievement of secondary school students in Chemistry in Onitsha Education Zone, Nigeria. A quasi-experimental design was used involving a sample of 98 students, 67 males and 31 females from Onitsha education zone. The instruments known as chemistry self concept scale (CSCS) and chemistry achievement test (CAT) were used for data collection. The instruments were validated by three experts one from educational psychology and two from science education department all from Nnamdi Azikiwe University Awka-with reliability coefficient of 0.87 and 0.81 respectively were used for data collection. Four research questions and four hypotheses guided the study. Mean and standard deviation were used to answer research questions while analysis of Covalence (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that academic self concept of experimental group (GLM) improved more than control group, also GLM enhance achievement more than conventional method in teaching chemistry. Finding implies there is need for chemistry teachers to use GLM in teaching chemistry. Recommendations were made on how chemistry teachers, educational and institutional bodies should adopt the use of GLM to improve teaching and performance of students in chemistry.

Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom

The current study investigated the effectiveness of self-regulatory instruction developed based on guided inquiry on 11th grade students’ use of learning strategies and achievement in chemistry, compared to traditionally designed chemistry instruction. Additionally, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. For this purpose, mixed-method design was employed. In total, 78 students participated in the study: 38 students in the experimental group and 40 students in the control group. Additionally, four students from each classroom were selected as focal students, using the maximum variation sampling method. Quantitative data were collected using Chemistry Achievement Test and Cognitive and Metacognitive Strategies Scale; qualitative data were obtained through journals and think-aloud protocols. Five dependent variables were studied: achievement in chemistry, and the four learning strategies of rehearsal, elaboration, organization, and metacognitive self-regulation. A mixed multivariate analyses of variance was run to analyze the quantitative data and the deductive method was used to analyze the qualitative data. Quantitative results indicated a slight improvement in student achievement in the experimental group and no significant difference regarding learning strategies. However, analyses of think-aloud protocols revealed that students in the experimental group used metacognitive strategies more often, which were associated with self-regulated learning, and in turn achieved more—gave more correct responses and/or provided more complete scientific explanations—compared to the students in the control group.

Comparative Analysis of Number Correct and Item Pattern Scoring Methods for Waec and Neco Chemistry Items Among Senior Secondary Students in Osun State

The study determined the unidimensionality using Item Response Theory (IRT) also compared the number correct and item pattern scoring methods of Senior School Certificate Examination (SSCE) examinee estimated scores from WAEC and NECO chemistry items in Osun State, Nigeria. This is with the view of providing empirical explanation on the appropriateness of decisions made statistically from examinee scores using classical test and item response theory approaches. The study adopted a descriptive survey design. A sample of 1,105 students was randomly selected from a population of 36,182 students who sat for the 2017/2018 SSCE chemistry paper 1 in Osun State. An adopted version of June/July 2015 NECO (Type 1) and May/June 2015 WAEC (Type 2) SSCE Chemistry (Objective) Paper 1 titled Chemistry Achievement Test (CAT) were utilized for data collection. Data collected were analyzed using STEU implemented in DIMTEST mean, standard deviation, paired sampled t-test, MIRT and equate IRT packages of R language. The results showed that the traits measured by the two groups of items were significantly different from one another (multidimensionality). Also, results showed that IRT (item pattern) scoring method has significant effect on the examinees scores in WCI (t = 13.06, p < 0.05) and NCI (t = 7.667, p < 0.05) than CTT (number correct) scoring method. In conclusion, the study established that there is no statistical equivalence between IRT (item pattern) and CTT (number correct) scoring method on WAEC and NECO chemistry items in Osun State.

Effect of organic chemistry pedagogies with PEOE,VH, and discussion strategies on students’ achievement in Ekiti State, Nigeria

The study investigated the effect of organic chemistry pedagogies with Predict Explain Observe Explain (PEOE), Vee Heuristic (VH), and discuss strategies on students’ achievement. The study also investigated the interaction effect of treatments and gender on students’ achievement in organic chemistry in Ekiti State, Nigeria. The instrument used for data collection was an organic chemistry achievement test (OCAT). Kuder-Richardson (KR-21) formula was used to test the internal consistency of OCAT, which yielded a reliability value of 0.94. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria, selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores, while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students’ achievement [F2, 307=255.284, P0.050] of students in Organic Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for improving students’ achievement in Organic Chemistry; Chemistry teacher’s trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it. The curriculum developers should use PEOE and VH strategies to develop and refine the Chemistry curriculum in general and Organic Chemistry in particular.

Investigation of achievement and mistakes in analytical chemistry experiments

This research was conducted to investigate the effect of experiential learning on the achievements of prospective teachers in analytical chemistry quantitative analysis practices and to determine the mistakes made by prospective teachers in the experiments. Pre-test and post-test control group experimental research design was used. Data were collected by the analytical chemistry achievement test and laboratory form. As a result of the research, a significant increase was observed in prospective teachers’ levels of academic achievement. This finding can be explained as the experiential learning classroom environment, which will construct a community of practice like the scientists’ work. According to the results of the laboratory form, prospective teachers are more successful in multiple choice questions in the achievement test; however, they cannot show the same success in explaining the theoretical foundations of the experiment or detailing the calculation sections.&#x0D; &#x0D; Keywords: Experiential learning, analytical chemistry laboratory, achievement, mistakes in experiments.

Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry

Abstract There appears to be a general, global trend of many students not taking chemistry related courses at post-secondary institutions, while the academic performance of the subject at secondary level is on the decline. Addressing the performance and unpopularity gaps of the subject requires an exploration of effective pedagogical practices. One critical objective of a chemistry teacher is to create an active learning environment. However, due to insufficient research, relatively little is known about the concept and role of class talk interaction in enhancing learners’ engagement and inquiry-related curiosity. To address the gap, the current study explored the effect of class talk interaction on students’ learning outcomes in chemistry. The study adopted a descriptive survey design. The study involved a sample of 384 students and 30 teachers, drawn from 30 public secondary schools in Murang’a County, Kenya. Data was collected through validated instruments which included students’ questionnaire, interview schedule, observation checklists and also a Chemistry achievement test. Descriptive statistics revealed that learners were very poor in utilizing class talk interaction, in comparison with teachers who were rated above average. Further, inferential statistics involving one way ANOVA revealed that there was a statistically significant effect of class talk on learning outcomes, while simple regression revealed that class talk is a strong predictor of learning outcomes. These results indicate a need for policy interventions aimed at achieving meaningful instructional class talk interaction between teachers and students as a way of improving learning outcomes.

Enhancing Kenyan Secondary School Students’ Performance in Chemistry Using Retrieval Based Concept Mapping

The aim was to determine if performance in chemistry can be improved by use of Retrieval Based Concept Mapping. The objectives were to compare Concept Mapping and Retrieval Practice and also find out which Retrieval Practice activity between Free Recall and Concept Mapping is best in enhancing performance and retention of chemistry concepts. A quasi- experimental design was used with 103 participants. Three test instruments were administered to participants as Chemistry Pretest, Chemistry Achievement Test and Chemistry Retention Test. Results showed that Retrieval Practice and Concept Mapping are both effective strategies in enhancing performance and retention of chemistry concepts but Retrieval Practice is better than Concept Mapping. This study also found that Concept Mapping when used as a Retrieval Practice activity is superior to Free Recall. The study recommends that teachers and learners embrace the use of Retrieval Based Concept Mapping to enhance performance in chemistry.

Influence of Learning Styles on Academic Achievement of Chemistry Students

It is disheartening to note that the poor academic achievement, in chemistry at public examinations in recent times has been explained as a major cause of decline in the general science course and standard of education in core science in Nigeria. The purpose of this study was to investigate whether learning styles relate with academic achievement of chemistry students in Akamkpa Local Government Area. A correlation survey was the research design adopted by the researcher. In the cause of conducting this study the study involved multi-stage sampling approach of a combination of stratified and simple random sampling techniques in selecting 200 SS1 students in the study area. The instrument used for data collection was questionnaire and Chemistry Achievement Test. The data collected was scored, coded and analyzed using Pearson Correlation and was tested at 0.05 level of significance. The results of the analysis revealed that the students approach towards kinesthetic learning style correlates positively with academic achievement in Chemistry. The result also showed that visual learning style and auditory learning style correlates positively with the academic achievement in Chemistry among SS1 students in Akamkpa Local Government. It was recommended among others that; for better academic achievement in Chemistry, teachers should identify the learning styles of their students and used teaching strategies that complement them.

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

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.

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

English

This paper seeks to investigate how students’ performance in Chemistry can be enhanced by using kitchen resources in Calabar. The kitchen resources used included a piece of white paper, a swab, lemon juice and candle. These were used to show that paper cellulose was oxidized by flame due to the catalysis of lemon juice acid. Other materials used were empty bottles of water, a balloon, a teaspoon, a glass, vinegar and sodium bicarbonate to inflate balloons without blowing. Volcano being made with a large glass, water, liquid dye, oil, effervescent tablet and a lantern was to demonstrate immiscibility, and carbon dioxide was formed because of effervescent tablet dissolution. The sample comprised 50 students drawn from two secondary schools in Ikom Education Zone of Cross River State. Two instruments were used to collect data: Chemistry Interest Questionnaire (CIQ) and Chemistry Achievement Test (Cat). Cronbach was used to establish reliability for CIQ and was found to be 078. Richardson formula 21 was used to establish reliability for Cat, 0.83. The research used a mixed design (quasi experimental and survey design). Data obtained were analyzed using independent t-test and Pearson product moment correlation coefficient. The results gave a significant t test of 4.96 and positive r =0.90 at 0.05 alpha level. The null hypothesis was not accepted which stated that there is no significant relationship between students' interest when taught with and without kitchen resources. The second null hypothesis with regard to Chemistry interest and academic achievement was also not accepted. Teachers are encouraged to use kitchen resources in the teaching of Chemistry to foster interest which will lead to high academic performance. Key words: Kitchen resources, academic achievement, interest students, teachers.

Home Materials, Type of School Environment and Academic Performance of SS1 Chemistry Students in Ikom Educational Zone Cross River State Nigeria

This research work examined the use of home materials in the teaching of Thermochemistry to SS1 Chemistry students in public and private schools. Home materials used ; fermentation fruit juices, heating capacities wood, induced thermal decomposition of shellfish shell powder and dissolution of glucose were used for the experiment. A total of 100 senior secondary one chemistry students were involved in the study. The sample was made up of 60 males and 40 females from two secondary schools in Ikom Local Government Areas in Cross River State, Nigeria. The design for the study was pre-test post-test control design. Chemistry Achievement Test (Cat) was used to collect data for the study Kinder Richardson Formula 21 was used to establish reliability of Cat. The reliability of Cat was 0.84. Analysis of covariance and descriptive statistics were used for data analysis. Findings showed a non-significant difference in relation to type of school environment and sex. It was recommended that teachers be innovative and resourceful using materials found at home to teach Chemistry concepts. This is so as type of school environment does not affect learning, but materials used in teaching.

Effects of Video-Taped Instructional Strategy and Retention of Senior Secondary 2 Chemistry Students in Lagos State

This research investigated the effects of video-taped instructional strategy on the academic achievement and retention of senior secondary 2(SS2) chemistry students in lagos state. The continuous decimal academic achievement of students in this core science subject has been of major concern to stake holders in the education industry in lagos state in particular. The study adopted an experimental design of pretest – posttest factorial design. The population for this study was made up of the 4500 chemistry students in Ikorodu and Kosofe LGAs, while the sample comprised 93 SS2 chemistry students gotten through multi staged method. The instrument used was Chemistry Achievement Test (CAT). The instrument was validated by experts in Educational Technology and Measurement and Evaluation while the reliability was derived through a test – retest method. Pearson product moment correlation coefficient ® was used to arrive at 0.78. Mean and standard deviation were used to answer the research questions, which indicated that students achieved better when taught with video-taped than conventional methods. On the other hand, t-test was used to analyze the hypothesis, which indicated significant difference between students taught with video-taped and conventional method, amongst others. And it was recommended that video-taped instructional strategies by used regularly in senior secondary schools in Lagos state amongst others.

Comparative Analysis of Classical Test Theory and Item Response Theory using Chemistry Test Data

Assessment of learning involves deciding whether or not the content and objectives of education are down pat by administering quality tests. This study assesses the standard of Chemistry action take a look at and compares the item statistics generated mistreatment CTT and IRT strategies. A descriptive survey was adopted involving a sample of N=530 students. The specialised XCALIBRE 4 and ITEMAN 4 softwares were used to conduct the item analysis. Results indicate that, both the two methods commonly identified 13(32.5%) items as “problematic” and 27(67.5%) were “good”. Similarly, a significantly higher correlation exists between item statistics derived from the CTT and IRT models, [(r=-0.985,) and (r=0.801) p&lt;0.05] for item difficulty and discrimination respectively; the study concludes that the Chemistry Achievement test used do not pass through the processes of standardisation. Secondly, CTT and IRT frameworks appeared to be effective and reliable in assessing test items as the two frameworks provide similar and comparable results. The study recommends that the teacher made Chemistry tests used in measuring students’ achievement should be made to pass through all the processes of standardisation. Meanwhile, CTT and IRT approaches of item analysis ought to be integrated within the aspects of item development and analysis because of their superiority within the investigation of reliability and minimising measurement errors.

Comparative Analysis of Classical Test Theory and Item Response Theory using Chemistry Test Data

Assessment of learning involves deciding whether or not the content and objectives of education are down pat by administering quality tests. This study assesses the standard of Chemistry action take a look at and compares the item statistics generated mistreatment CTT and IRT strategies. A descriptive survey was adopted involving a sample of N=530 students. The specialised XCALIBRE 4 and ITEMAN 4 softwares were used to conduct the item analysis. Results indicate that, both the two methods commonly identified 13(32.5%) items as “problematic” and 27(67.5%) were “good”. Similarly, a significantly higher correlation exists between item statistics derived from the CTT and IRT models, [(r=-0.985,) and (r=0.801) p&lt;0.05] for item difficulty and discrimination respectively; the study concludes that the Chemistry Achievement test used do not pass through the processes of standardisation. Secondly, CTT and IRT frameworks appeared to be effective and reliable in assessing test items as the two frameworks provide similar and comparable results. The study recommends that the teacher made Chemistry tests used in measuring students’ achievement should be made to pass through all the processes of standardisation. Meanwhile, CTT and IRT approaches of item analysis ought to be integrated within the aspects of item development and analysis because of their superiority within the investigation of reliability and minimising measurement errors

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

This study reports the effectiveness of nanoscience activities in enhancing secondary school students’ understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students’ understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and open-ended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students’ understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups’ mean scores (F (1,160) = 167.82, p < 0.05 ηp2 = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students’ understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.

Integrating Socio-Critical and Problem Oriented Approach to Assess Learner Performance in Acids and Bases in Secondary School Chemistry

The main purpose of this study was to explore the effect of integrating socio-critical and problem oriented approach on performance of grade 11 learners in acids and bases. It also investigated the learner’s attitudes towards chemistry and the benefits and challenges faced by teachers in contextualizing the teaching and learning of chemistry. The design of this study was mixed method design involving quantitative and qualitative research methods together (Creswell, 2008; Gray, 2009). The study was conducted in Luanshya district of the Copperbelt Province in Zambia at three selected senior secondary schools (using rotary). These schools are Luanshya Central Secondary School. Luanshya Girls Secondary School and Mpelembe Secondary school. The sample consisted of all 16 chemistry teachers from the selected schools and 98 learners from two intact grade 11 classes randomly selected from two core schools of the three schools involved. These are Luanshya Central Secondary School and Mpelembe Secondary School. A non-randomised quasi-experimental pre-test, post-test experimental and control group counterbalanced was used. Chemistry achievement test and a five likert scale chemistry attitude questionnaire was used for quantitative data collection. Qualitative data was collected using audio recorded structured interviews. The experimental group was taught using integrating socio-critical and problem oriented approach while the control group was taught using conventional methods (discussion) method. An independent t-test at alpha 0.5 was conducted to analyse the results of pre-test and post-test. The significant difference in post-test was p=0.003 with mean score difference of 39.7 at t-value of 8.542. Results from the chemistry attitude test revealed that learners had positive attitudes towards chemistry having learner using socio-critical and problem oriented approach. Also qualitative data from interviews was analysed using content analysis technique on excel windows 7. The results showed that teacher’s challenges ranged from topic difficulty to lack of apparatus to use in lessons. Therefore, integrating socio-critical and problem oriented approach in the teaching of acids and bases at secondary school had a positive effect on learner performance. Both groups showed a significant difference with socio-critical and problem oriented approach than with conventional method. Keywords: socio-critical and problem oriented approach, performance, attitudes, conventional method DOI : 10.7176/EJBM/11-23-08 Publication date : August 31 st 2019