DEPARTMENT OF SCIENCE EDUCATION
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Browsing DEPARTMENT OF SCIENCE EDUCATION by Subject "ACHIEVEMENT"
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Item EFFECTS OF ASEI-PDSI INSTRUCTIONAL STRATEGY ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT, SELF-EFFICACY AND ATTITUDE TOWARDS CHEMISTRY IN ILORIN, NIGERIA(UNIVERSITY OF ILORIN, 2020) MUHAMMED, Ashiat BolanleChemistry, to a great extent has contributed to the survival of human kind. This is evidenced in such areas as medicine, engineering, agriculture, and transportation. However, the teaching and learning of Chemistry is confronted with myriad of challenges such as under-achievement, low self-efficacy and negative attitude. The Activity, Student-centered, Experiment, Improvisation-Plan, Do, See, Improve (ASEI-PDSI) instructional strategy is a pedagogical model for Strengthening Mathematics and Science Education, and thought to be an intervention measure to these challenges. Hence, this study investigated the effects of ASEI-PDSI instructional strategy on Senior School students’ achievement, self-efficacy, and attitude towards Chemistry. The objectives of the study were to examine the: (i) difference in achievement, self-efficacy, and attitude of students exposed to ASEI-PDSI instructional strategy and conventional method; (ii) influence of gender and score levels on students’ achievement in Chemistry; and (iii) interaction effects of treatment with gender and score levels on students’ achievement in Chemistry. The study adopted a quasi-experimental, non-randomized, pretest, posttest, control group design. The population was all the 40,379 Senior School students offering Chemistry in Ilorin, Nigeria, while the target population was 13,460 Senior School I (SSI) students offering Chemistry. The sample comprised 292 SSI students from four randomly selected co-educational schools in Ilorin, Nigeria. The ASEI-Instructional Package (ASEI-IP) was the stimulus instrument; the Acids, Bases and Salts Achievement Test (ABSAT), Attitude Towards Chemistry Scale (ATCS), and Chemistry Self Efficacy Scale (CSES) were the test instruments. The reliability coefficients of ABSAT, ATCS and CSES were found to be 0.76, 0.68 and 0.73, respectively. The data gathered were analysed using Analysis of Covariance and t-test statistic. The findings of the study were that: i. a significant difference existed in the achievement of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control), (M(experimental) = 25.03 > M(control) = 11.02; F(1, 289) = 238.24, p < .05); ii. a significant difference existed in the self-efficacy of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control), ((M(experimental) = 28.68 > M(control) =25.79; F(1, 289) = 15.32, p < .05); iii. there was no significant difference in the attitude of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control); iv. there was no significant difference in the achievement of male and female students exposed to ASEI-PDSI instructional strategy; v. a significant difference existed in the achievement of low, medium and high scorers exposed to ASEI-PDSI instructional strategy, (M(high) = 27.85 > M(medium) = 24.70 >M(low) = 23.61; F(2, 149) = 5.90, p < .05); and vi. there was no significant interaction effects of treatment with gender and score levels on students’ achievement in Chemistry. The study concluded that ASEI-PDSI instructional strategy improved students’ achievement, self-efficacy and attitude towards Chemistry. This implies that, ASEI-PDSI instructional strategy is very effective for teaching and learning of Chemistry. The study recommended that teachers should adopt ASEI-PDSI instructional strategy to teach Chemistry, especially at the Senior School levels.Item EFFECTS OF BLENDED LEARNING ON BIOLOGY STUDENTS’ ATTITUDE AND ACHIEVEMENT IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA(UNIVERSITY OF ILORIN, 2018) ADEOYE, Oyekemi OlubunmiContinuous increase in population of students in higher institutions of learning in Nigeria often results into overcrowded lecture rooms and laboratories, leading to poor performance of Biology students. Several strategies had been employed in previous studies to address the problem without much improvement in students’ achievement problem in Colleges of Education in Kwara State, Nigeria. There is, therefore, a need to find out if a method such as blended learning would address the problem. Moreover, there has been paucity of studies on students’ achievement in Biology using blended learning strategy. Hence, the objectives of this study were to investigate the: (i) effect of blended learning on students’ attitude towards Biology; (ii) effect of blended learning on students’ achievement in Biology; (iii) attitude of Biology students to blended learning based on gender ; (iv) attitude of Biology students to blended learning based on score level ; (v) difference in the achievement of Biology students exposed to blended learning based on gender (vi) difference in the achievement of Biology students exposed to blended learning based on score level; and (vii) interaction effect of treatment, gender and score level on attitude and achievement of Biology students. A quasi-experimental design was adopted for the study. Purposive sampling technique was used to select two Colleges of Education in Kwara State. The study involved (115) Biology students (experimental group = 48; control group = 67) comprising 82 females and 33 males. Attitude questionnaire, Achievement test, and an internet application, entitled, “Biology Blended Learning Package Application” were used. They were validated by two experts in Biology and four Educational Technologists. The attitude questionnaire had a reliability co-efficient of 0.83, using Cronbach alpha, while the achievement test had a reliability of 0.82, using split-half technique. Inferential statistics was used to analyze the data at 0.05 level of significance. The findings of the study were that: i. Biology students in Colleges of Education had positive attitude towards blended learning (X =63.00 , SD=17.09); ii. there was a difference in the achievement of Biology students in the experimental and control groups in favor of those exposed to blended learning.( t (114) = 21.8, p <0.05); iii. there was no significant difference in the attitude of male and female students exposed to blended learning ; iv. there was a significant difference in the attitude of students exposed to blended learning, based on score level, in favor of medium score(F( 2, 44 ) = 1.66; p< 0.05) ; v. there was no significant difference in the achievement of male and female students exposed to blended learning; vi. there was a significant difference in the achievement of students based on score level, in favor of low score (F(2,44) = 36.39; p<0.05); and vii. there was no significant interaction effect of treatment, gender and score level on students’ attitude, and achievement. The study concludedthat Colleges of Education Biology students exposed to blended learning had a better achievement. This implies that blended learning improved the performance of Biology students. The study recommended that blended learning should be integrated into the teaching and learning of Biology in Colleges of Education.Item EFFECTS OF GRAPHIC ORGANIZERS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ORGANIC CHEMISTRY IN ILORIN METROPOLIS, NIGERIA(UNIVERSITY OF ILORIN, 2021-01) IMAM, Bashirat TitilopeHydrocarbon has been reported as one major topic in organic chemistry that students find difficult to learn due to poor understanding of the concepts. Studies have suggested the use of graphic organizers as possible strategies for reducing this difficulty. Therefore, the objectives of this study were to determine the: (i) effect of concept map graphic organizer on students’ achievement in hydrocarbon; (ii) effect of mind map graphic organizer on students’ achievement in hydrocarbon; (iii) comparative effect of students’ achievement when taught with concept map organizers and with mind map organizers; (iv) perception of students on the use of concept map and mind map organizers; (v) experience of students when using concept map and mind map organizers; (vi) achievement of students’ taught using concept map and mind map organizers based on gender; and (vii) achievement of students’ taught organic chemistry using concept map and mind map organizers based on their cognitive styles. Mixed-method research involving an explanatory-sequential research design which required triangulation using data convergence model was adopted for this study. The sample for this study involved 183 senior school chemistry students who were purposively selected. Seven research instruments were utilized: two researcher-designed concept map and mind map graphic organizers; an adopted cognitive style instrument; interview protocol; chemistry achievement test (CAT); and, two adapted questionnaires on graphic organizers: Students’ Perception on the use of Concept Map (SPCM) and Students’ Perception on the use of Mind Map (SPMM). The reliability coefficient of CAT, SPCM and SPMM were 0.74, 0.83 and 0.85 respectively. Quantitative data were analyzed using t-test and Analysis of Covariance (ANCOVA) while qualitative data were analyzed thematically. The findings of the study were that; i. students’ taught hydrocarbon with concept map graphic organizer performed better than their counterparts taught with conventional method. (F(1,136)= 10.37, p<.05); ii. students’ taught hydrocarbon with mind map graphic organizer had better achievement than those taught with conventional method. (F(1,103)= 28.17, p<.05); iii. the achievement of students’ taught hydrocarbon with mind map were better than those taught with concept map organizer. (F(1,118)= 7.04, p<.05); iv. the mean for perceived usefulness of graphic organizers in learning hydrocarbon was moderately high (χ = 3.19) with 92% of the students having a scale score of 2.54-3.50; v. 80% and 90% of the students’ reported that concept map and mind map organizersenhanced their learning of hydrocarbon respectively; vi. Gender has no significant difference in students’ achievement in hydrocarbon when taught with either of the graphic organizers; and vii. no significant difference exist in students’ achievement in hydrocarbon when taught with either graphic organizers based on their cognitive styles. The study concluded that,irrespective of gender and cognitive style, graphic organizers improved students’ achievement in hydrocarbon. Also, the achievement of students taught with mind map graphic organizer was better than their counterparts with concept maps. The implication of this is that graphic organizers are effective teaching/learning strategies in organic chemistry. The study recommended among others that chemistry teachers should incorporate the use of graphic organizers in teaching difficult concepts in organic chemistry.