Performance Of Students In Chemistry Research Articles

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

The Impact of Psychological and Contextual Factors on Student Achievement in Chemistry: A Quantitative Study in Sri Lankan Senior Secondary Schools

This quantitative study investigates the influence of psychological and contextual factors on chemistry achievement among senior secondary school students in Sri Lanka. The research examines teachers' teaching styles, students' understanding of concepts, subject satisfaction, and attitudes toward chemistry as psychological factors, with gender and school type as contextual characteristics. Using a sample of 302 students and 114 teachers from 13 schools in the Kegalle Education Zone, data were collected using a Likert scale- based instrument and a structured chemistry test. The validity and reliability of the instruments were confirmed by pilot testing and confirmatory factor analysis. Data analysis, performed with SPSS and Amos software, used multivariate techniques and structural equation modeling. The results indicate that attitude towards chemistry and gender significantly influence student achievement. All variables except school location have a positive effect on student achievement. Recommendations include enhancing teacher training programs to promote effective, student-centered teaching styles, developing interventions aimed at improving students' conceptual understanding and attitudes towards chemistry, ensuring that curriculum and teaching practices are engaging and relevant to student's interests and experiences, and implementing gender-sensitive strategies to support both boys and girls in achieving their full potential in chemistry. This study provides valuable insights for educators and policymakers to design targeted strategies that address the identified factors, ultimately aiming to enhance educational outcomes and student performance in chemistry.

Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.

Impact of Culturo-Techno-Contextual Approach (CTCA) on Learning Retention: A Study on Nuclear Chemistry

Poor performance of students in chemistry shows that they are having difficulties in learning, mastering the content, and applying what they have learned in examinations. The purpose of this study was to find out the difference in (a) retention of information by students taught nuclear chemistry using the culturo-techno-contextual approach (CTCA) and lecture; (b) retention of information by male and female students taught nuclear chemistry using CTCA, and (c) the interaction effects of gender and method on retention of information by students taught nuclear chemistry using CTCA and lecture. Learning theories of Vygotsky’s constructivism theory, Ausubel’s theory of meaningful learning, and CTCA’s philosophical framework were adopted. This study used explanatory sequential mixed methods; quasi-experimental research design was adopted. A total of 91 senior secondary II students (SS2) (equivalent of grade 11 in the American system) participated. Split-half was used to test the reliability of the nuclear chemistry achievement test (NCAT), and a Spearman–Brown of unequal length coefficient value of 0.80 was obtained. A statistically significant difference was found in the retention of information by students taught nuclear chemistry using CTCA and lecture [F(1,88) = 263.06; p = 0.00] which was in favor of the CTCA group (experimental). A statistically significant difference was not found for gender [F(1,46) = 0.39; p = 0.53]. The statistical interaction effect of method and gender was not significant [F(1,86) = 0.25; p = 0.62]. We recommended that the use of CTCA should be adopted by chemistry teachers in secondary schools to enhance learning.

PRINCIPALS PERCEPTION OF FACTORS CONTRIBUTION TO STUDENTS POOR PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN WAJIR COUNTY, KENYA

Purpose: Chemistry has been identified as a key science subject and its importance in the logical and innovative development of any country has been widely detailed. The performance of students in chemistry among secondary schools in Kenya has remained poor for many years. The purpose of our study is to establish principal's perception of factors contribution to student's poor performance in chemistry in public secondary schools in Wajir County, Kenya. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: Poor performance in Chemistry in Wajir County can be attributed to: The teaching methods used in most lessons were mainly teacher-centered; hence do not provide opportunities for students' participation to enhance learning, lack of motivation of teacher also contributes, to poor performance in chemistry and negative attitude of the students towards the subject especially towards the practical paper hence lack of interest in performing well in the subject especially in practicals. Unique Contribution to Theory and Practice: The study recommends that the principal must foster processes that are in support of the empowering teachers in order for them to influence the students positively. Therefore, the principal can influence the students positively by motivating the teachers' efforts

Mastering Properties of Organic Compounds through Activity-Based Teaching Technique

Some learners perceive chemistry as a complex subject to learn, saying teaching is boring and not enjoyable. There is a need for making the learning experience more enjoyable to make chemistry easy to understand. This study aims to assess the effect of activity-based teaching techniques compared to the conventional technique on the performance of students in chemistry. The study was quasi-experimental-based research using both pre and post-test, achievement tests. The sample comprised 166 students, as a total number of students in four classes, from a population of 1610 students of the second grade of secondary classes (S2) studying the Properties of Organic Compounds and Uses of Alkanes. Pre-test was conducted, and its data was collected before the intervention, and the post-test was conducted and data was collected after the intervention. Both the descriptive and inferential statistical tests were applied in the analysis. Students’ performance gain in chemistry was higher in the treatment classes as the mean value was 6.81 and the standard deviation was 1.66 (M = 6.81, SD = 1.66) than that of the comparison classes (M = 6.35, SD = 1.78). However, difference was not significant, t(164) = -1.73, p = .085. Teachers should be supported in designing physical pedagogical activities for improving learning outcomes in chemistry.

Comparative Effectiveness of Virtual Laboratory Instructional Package in Teaching Chemistry in Private and Public Secondary Schools

The study investigated Comparative Effectiveness of Virtual Laboratory Instructional Package in Teaching Chemistry in Private and Public Secondary Schools in Ondo State, Nigeria. The purpose of the study was to compare the performance of students in chemistry in both private and public secondary schools in Ondo state using Virtual Laboratory Instructional Package. The study adopted the quasi-experimental pretest/posttest control group design. The sample for the study consisted of 183 senior secondary school two (SSSII) science students that were selected across the three senatorial districts of Ondo state using multistage sampling techniques. Two groups were involved in the study; the experimental group and the control group. The students in the experimental group were exposed to virtual laboratory instructional package while the control group was taught chemistry with the conventional method. One instrument; Chemistry Achievement Test was used to collect data for the study. The reliability of the instrument was ascertained through test-re-test method and the reliability index of 0.75 was obtained for the instrument. Hypotheses 1, 2 and 3 were tested with Analysis of Covariance (ANCOVA). However, Multiple Classifications Analysis (MCA) was used to identify the variable that contributed to the difference among groups. All the hypotheses were tested at 0.05 level of significance. The findings of the study showed that students exposed to Chemistry practical through virtual laboratory Instructional package in private secondary schools performed significantly better than their counterparts in public secondary schools. It was also found from the study that, gender has no effects on student’s performance in public secondary schools meanwhile; there was gender difference in the performance of students in private secondary schools in favour of female students. Based on the findings, it was recommended that Government at all levels should endeavour to provide information and communication facilities like computer based instructional package in schools to teach chemistry and such must be made accessible to all students, so as to promote interactive and individualized learning among secondary school students.

Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.

Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game

A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called "Symperiod Board Game) The study was designed and developed, containing 20 test items distributed in three different levels in order of complexity from simple to complex. The between-group experimental research design was adopted for this study in which 20 Form IV students distributed into four groups was selected. The alpha value 0.830 of the Pearson correlation coefficient determines the strength of the instrument's reliability, hence used for data collection. The data obtained were analyzed using descriptive statistics, and the results indicated that the cognitive development of the respondents' increases as students play the instructional game from level 1 to 3. Thus, the study reveals that a learner cannot understand a concept if he/she does not first remember it; similarly, he/she cannot apply knowledge and concepts if he/she does not understand them. It is imperative to conclude that the poor performance of students in chemistry can be associated with the quality of instruction provided by the teacher during classroom instructions.

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.

I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course

Many students transitioning from high school to college are faced with challenges of getting acclimated to college life and managing their time and heavy course load that is cognitively demanding. Students planning to major in science, technology, engineering, and mathematics (STEM) programs in the United States are mostly required to enroll in general chemistry courses as prerequisites. Unfortunately, these courses are among the STEM gateway courses in which many first-year students struggle to get through, or are weeded out. This is partly due to the use of ineffective study strategies that require more than rote memorization, a common learning approach in high schools. One way to prepare first-year college students for STEM trajectories is by teaching them metacognitive strategies early in their study programs to enable early adoption and sustainability of metacognition knowledge and metacognition regulation skills as they progress to the advanced courses. While a handful of studies have investigated study strategies among students in the general chemistry courses as well as the impact of metacognitive activities on student performance in chemistry, very few in-depth qualitative studies investigating the influence of explicit teaching of metacognition on students’ study strategies have been reported. Using open-ended questionnaires, this unique study investigated general chemistry students’ study strategies that they employed prior to a 50 minute metacognition lesson; strategies they reported to have gained from the instruction; and the influence of the metacognition instruction on students’ study strategies and performance in the final exam. Findings indicated more reported use of rote memorization over higher-order study strategies prior to the metacognition instruction, but more reported gains on higher-order study strategies and fewer strategies related to rote memorization immediately after the metacognition instruction. Furthermore, 67% reported a positive influence of the metacognition instruction on study strategies, with 7% lower DFs in the final exam compared to those who reported ‘no influence’. Findings revealed that most general chemistry students were unaware of effective study strategies; thus, there is a critical need to explicitly teach students in general chemistry courses metacognitive strategies.

Effect of Contextual Teaching – Learning Approach on Students’ Achievement in Chemistry in Secondary Schools in Anambra State, Nigeria

The study examined the influence of contextual teaching-learning approach (CTLA) on chemistry students’ academic attainment in secondary schools in Anambra State, Nigeria using a quasi-experimental design with a sample of 129 students drawn from six education zones in the state. The instrument known as CLCAT validated by two experts with a reliability coefficient of 0.84. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions. The result revealed that CTLA had significant effect on students’ academic achievement in chemistry. Finding implies there is need for chemistry teachers to use CTLA in teaching chemistry. Recommendations were made on how chemistry teachers should adopt the use of contextual teaching-learning approach to improve the performance of students in chemistry.

KHAN ACADEMY AS A SUPPLEMENTAL LEARNING TOOL FOR NON-STEM STUDENTS IN CHEMISTRY ENGINEERING COURSE

This study explored the effectiveness of using the Khan academy video podcast as a supplemental tool in the chemistry class of Engineering programs. This study utilized a quasi-experimental equivalent design with a post-test only. Thirty 1st year non-STEM students, equally distributed to control and experimental groups, were selected using a matched paired sampling method to participate in a two-week-long intervention. As results revealed, its utilization as a supplemental tool had a viable impact on the students performance in chemistry. Its utilization significantly increased their test scores as compared to the students who did not use it. Likewise, a post-exposure self-report survey was administered to shed light on the learning experience of using the supplemental tool. They indicated the cognitive advantage and personalized experience of using the Khan Academy. This study can contribute to the literature of Khan Academy in the chemistry field. Nonetheless, several limitations need to be addressed to augment future research. Considering the inclusion of more topics, longer time of experimentation, size of the sample, and explicit study of their behavior, for instance, can help establish the veracity of the future results.

Implementation of an Innovative Learning Resource with Project to Facilitate Active Learning to Improve Students’ Performance on Chemistry

Abstract: Background: The provision of suitable and comprehensive learning resources concedes to be an effective strategy to create a serviceable learning process to achieve the competencies needed by students. Objectives: This research aims to provide an innovative learning resource with projects to facilitate active learning to improve student performance in chemistry. Methods: This research conducted by developing of chemistry learning package through the integration of projects, media and multimedia into learning materials, followed by standardization and implementation for chemistry teaching. Results: A section of an innovative learning resource with projects on the topic of Alkanes Compounds has been successfully developed. It also has been validated and standardized by experts and is considered appropriate for the teaching needs of undergraduate Chemistry and Pharmacy students. The implementation of a learning resource has proven to be beneficial in helping students to learn organic chemistry. The research findings authenticated that the developed learning resource effectively facilitates active learning in improving student performance on chemistry. The facilities available in the learning resources are sufficient to guide the students to carry out project assignments. The students are very enthusiastic about learning chemistry and their learning styles have changed to become independent learners. The developed learning resource discovered to be effective in building the skills and knowledge in chemistry. Students’ performance is classified as very good, where the average score successively obtained for skills is 89.18±2.86, the project report portfolio is 87.76±3.48 and the formative exam is 85.84±4.46. Conclusion: An innovative learning resource has succeeded in facilitating students’ active learning, making learning more enjoyable and ultimately increasing their knowledge and skills to meet the competencies needed in the field of chemistry. Recommendation: The learning resource model developed in this study could be adopted in other subjects to facilitate active learning and to achieve the competencies needed by scientists and pharmacists. Key words: Innovative learning, Project based learning, Students performance, Active learning, Organic chemistry.

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

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

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.

Developing and Application of Mobile Game Based Learning (M-GBL) for High School Students Performance in Chemistry

This study aims to develop and understand the effect of a mobile game based learning (M-GBL) implementation on student learning outcomes associated with student learning independence. The research was conducted in three schools at 58 Jakarta High School, 77 Jakarta High School, and 78 Jakarta High School in the academic year 2016/2017. The research method used was quasi-experiment with two ways Anava research design (treatment by level 2x2). A total of 40 students, as a sample of the study, were selected using a simple random sampling technique. In the experimental class, the learning process used M-GBL media which has been validated by experts and tested against students and teachers. While students in the control class, the learning process used traditional media. The conclusions are: M-GBL media is feasible to be used as chemistry learning media which is practical, fun, interesting, can be used anywhere, and in accordance with facilities owned by learners. M-GBL media has a positive effect on students chemical learning outcomes when applied to groups of students who have high learning independence; in groups of students who have low learning independence, students’ academic achievement when taught using M-GBL media were lower than students taught using traditional media owing to the factor of learning independence.

RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS' PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA

The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively. Article visualizations:

Extended BSc Programme: Performance of students in Chemistry

Extended BSc Programme: Performance of students in Chemistry

Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry

This study determined the effects of Computer Assisted Concept Mapping (CACM) instructional strategies on student’s performance in chemistry. It also sought the effects of CACM, on gender academic performance of students. The performance of students taught with CACM were compared with those students taught with lecture method (LM). To carry out the study, two research questions were asked and two hypotheses, were formulated and tested. A quasi experimental design involving three intact classes was used. The sample of the study consisted of 285 senior secondary one (SSI) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from secondary schools in Zaria metropolis. One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.79 using Pearson Product Moment Correlation (PPMC). Before treatment commenced, the CAT typed in white colored paper was administered as pre-test to the students in the sampled schools. The treatment lasted for one month of five lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in green colored paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. T-test analysis using statistical package for social sciences version 22 was used to analyze the result which shows that students taught using CACM performed better than students taught using LM. Also the results shows that CACM is gender friendly as both male and female students perform on a similar pace. It is therefore recommended that the federal government via the federal ministry of education should provide adequate ICT facilities for schools for better science achievement in the classroom. Science teachers association of Nigeria (STAN) should organize CACM seminars and workshops for science teachers and also Colleges of education should orient students’ teachers towards adequate use of CACM in teaching science.