DEPARTMENT OF SCIENCE EDUCATION
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Browsing DEPARTMENT OF SCIENCE EDUCATION by Subject "CHEMISTRY"
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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 COMPUTER-BASED MAPPING STRATEGIES ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN CHEMISTRY IN ILORIN, NIGERIA(UNIVERSITY OF ILORIN, 2020) OKEWANDE, Esther OyeniweChemistry has been perceived as a difficult subject to learn by students. Researchers have identified factors responsible for students’ under-achievement in Chemistry as inappropriate instructional method and students’ lack of interest. Therefore, the objectives of this study were to: (i) determine the difference in the achievement of students taught Chemistry using Computer–based Concept Mapping (CCM), Computer-based Mind Mapping (CMM) and conventional method; (ii) establish the effects of CCM and CMM on students’ interest in Chemistry; (iii) investigate the effects of CCM and CMM on the students’ achievement and interest based on gender; (iv) explore the effects of CCM and CMM on the achievement and interest of students based on score level; (v) determine the effects of CCM and CMM on the achievement and interest of students based on learning style; and (vi) investigate the interaction effects of treatments on: gender; score level; and learning style on students’ achievement and interest. A quasi-experimental, non-randomized, non-equivalent pre-test, post-test control group design was adopted. The population for the study was all Senior School students offering Chemistry in Ilorin, while the target population was all Senior School II students offering chemistry. The sample size was 239, consisting of three intact classes of SS2 assigned to two experimental groups and a control group. The instructional packages used were Computer-based Concept Mapping Instructional Package and Computer-based Mind Mapping Instructional Package. The test instruments used were Chemistry Achievement Test on Rate of Reactions (CATOROR), Chemistry Interest Scale (CIS) and Visual, Auditory and Kinesthetic Learning Style Test (VLST). The instruments were validated by experts in science education, educational technology and chemistry. The reliability coefficients of CATOROR, CIS and VLST were found to be 0.69, 0.73 and 0.81 respectively. Analysis of Covariance was used to test the hypotheses at .05 level of significance and Bonferroni for post hoc analysis. The findings of the study were that: i. significant effects of CCM and CMM existed on students’ achievement in favour of CMM group (F (2, 235) = 42.75, p<.05); ii. significant effects of CCM and CMM existed on student’s interest in favour of CCM group (F (2, 235) = 12.06, p<.05); iii. no significant effects of CCM and CMM on students’ achievement and interest based on gender; iv. no significant effects of CCM and CMM on students’ achievement and interest respectively based on score levels and learning styles; v. significant effect of CCM and CMM existed on students’ interest and achievement respectively based on learning styles (F (2, 91) = 4.46, p<.05, F (2,57) = 5.18, p<.05) in favour of visual and kinesthetic learners; and vi. no significant interaction effects of treatments existed with gender, score levels and learning styles on student’s achievement and interest in Chemistry. The study concluded that mapping strategies enhanced students’ achievement and interest in Chemistry. This implies that students perform better and their interest enhanced in Chemistry using CCM and CMM. The study recommended that CCM and CMM should be adopted for teaching Chemistry in Nigerian Senior Schools.