Effect of Improvised Chemical Models in The Teaching and Learning of Chemistry Among Senior Secondary Student Achievement in Makurdi Local Government Area (Published)
This study investigates the effect of improvised chemical model in teaching and learning of chemistry in Makurdi Local Government of Benue state. Three research questions and one research hypothesis was answered and tested at 0.05 level of significant, there was a significant different between student taught with improvised chemical model and those taught without improvised chemical models. Study made use of descriptive survey and experimental design. The population of the students comprise of 30 students from two secondary school. The result of the findings revealed that the level of improvised chemical model for teaching and learning is very poor, since the improvised chemical model strengthen their verbal instruction and reduce the abstract nature of the chemical concept and the students perform very well when taught with improvised chemical models, therefore there is need for all the teachers to be involved in improvisation of chemical models for better understanding of their lesson.
Citation: Omale Onuh (2022) Effect of Improvised Chemical Models in The Teaching and Learning of Chemistry Among Senior Secondary Student Achievement in Makurdi Local Government Area, International Journal of Education, Learning and Development, Vol. 10, No.7, pp.52-61
Keywords: Chemistry, Learning, Makurdi LGA, Teaching, improvised chemical models, senior secondary student
Investigating the Availability and the Extent of Use of Instructional Materials by Secondary School Chemistry Teachers in Nigeria (Published)
This study focused on level of utilization of available instructional materials, teacher made instructional materials and the obstacles faced by the chemistry teachers during improvisation of the teacher made instructional materials in Ebonyi State secondary schools.397 chemistry teachers from the 212 government owned secondary schools in Ebonyi State formed the population. Because of the small size of the population, no sampling was done. Questionnaire was the instrument used for data collection; it was validated by 3 experts from Science Education Department, one expert from Measurement and Evaluation and the other 2 from chemistry education. The reliability of the instrument was determined to be 0.81. Descriptive survey research design was adopted for the study. 3 research questions and one hypothesis guided the study. The 3 research questions were answered using mean statistics while the hypothesis was tested at 0.05 level of significance using the z-test statistics. The findings revealed that teachers are not utilizing effectively the available instructional materials in their teaching, the chemistry teachers are not making enough efforts in improvisation of those instructional materials that are not available and that the teachers faced obstacles such as lack of fund and skill for the improvisation of instructional materials. Based on the findings of this study, the researcher made a number of recommendations that would help the teachers in their instructional delivery.
Keywords: Chemistry, Education, Instructional Materials, Secondary School
Impact of Instructional Scaffolding on Students’ Achievement in Chemistry In Secondary Schools In Ebonyi State Of Nigeria (Published)
This study investigated effects of instructional scaffolding on achievement of senior secondary students in chemistry in Ebonyi State of Nigeria. It also studied the interactive effects of scaffolding and gender on achievement of senior secondary school students in chemistry. Three research questions and two hypotheses guided the study. The method of data collection was experimental, were simple random sampling technique was applied to select a total sample of ninety (90) students from the ten secondary schools used for the study. The instruments for data collection were chemistry scaffolding Achievement Test (CSAT) for the treatment group and Conventional Instructional Package (CIP) for the control group. Mean and standard deviation were used for the analysis of the data. The hypotheses were tested using ANCOVA at the level of significance of 0.05. The reliability of the instrument was calculated using Kuder-Richardson (K-R20) procedure, from which a reliability coefficient of 0.85 was obtained. Table 1 presented result on the effect of instructional scaffolding on senior secondary school students’ achievement in chemistry. The result obtained from Table 2 on effect of gender on students’ achievement using scaffolding method proved that the male students performed better than the female students. Table 3, which presented result on interactive effects of scaffolding and gender revealed that there is no significant interaction, as both performed well. The researcher made the following recommendations. Teachers should regularly apply instructional scaffolding method to enhance the effectiveness of their instructions; students should abide by scaffolding method of instruction when adopted by the teacher to enhance retention and long term learning; and the school authorities should on regular basis supervise classroom instructions to promote the application of instructional scaffolding by the teachers
Keywords: Apparatus, Chemistry, Instrumental Scaffolding, Nigeria, School, Student