Enhancing Chemistry Students’ Retention of Redox Reaction Concept through Intervention with Advance Organizers (Published)
This study investigated the potency of advance organizers strategies in enhancing chemistry students’ cognitive levels retention of redox reaction concept. A pre-test, post test, control group, quasi-experimental design was adopted. Two hundred and twenty (220) senior secondary two (SS2) chemistry students (118 males and 102 females) purposively sampled from the target population in Obio/Akpor education zone of Rivers State, Nigeria, constituted three non-equivalent intact classes that participated in the study. Data was collected using a Redox Reaction Concept Retention Test (RRCART) instrument with Kuder-Richardson’s formula 20 reliability co-efficient of 0.90. Mean, standard deviation and percentages as well as analysis of covariance and Scheffe’s post hoc analysis were used for data analysis at 0.05 alpha level. Findings revealed that graphics advance organizers strategy consistently produced the highest retention mean gain and therefore was most effective in enhancing the retention abilities of chemistry students in redox reaction concept at all levels of the cognitive domain. Gender did not significantly influence the retention ability of students in redox reaction concept. It was recommended among others that chemistry teachers and educators should adopt graphics and textual advance organizers strategies and resources to effectively and efficiently teach redox reaction concept so as to promote conceptual learning over rote memorization.
Keywords: Advance organizers strategy, Cognitive levels retention, In-depth learning, Potency