Effects Of Concept-Mapping And Guided-Inquiry On Students’ Achievement In Senior Secondary Practical Chemistry In Cross River State Of Nigeria
Abstract
This study
explored the effectiveness of three teaching methods on academic achievement of
Chemistry students in Cross River State. Literature was reviewed based on the
dependent and independent variables. The study had eight objectives from which
eight research questions and six null hypotheses were formulated and tested at
0.05 level of significance. Quasi-experimental, non-randomised design,
embodying pretest, treatment, control and post-test was adopted. The population
for the study comprised 4200 SSII students in public secondary schools out of
which a sample of 396 students was drawn, using purposive sampling technique.
Same sampling technique was used to select six secondary schools from a
population of 58 public secondary schools in Cross River State southern
educational zone. A 30-item multiple choice practical chemistry achievement
test (PCAT) administered as pretest and post-test was used in gathering data
for the experiment. The reliability of the research instruments were determined
using Kuder-Richardson 21 (KR-21) which gave a reliability coefficient of 0.80.
Data gathered were analysed using mean and standard deviation for research
questions and analysis of covariance (ANCOVA) for the hypotheses with pretest
as covariate. The analysis revealed that guided-inquiry and concept-mapping
were more facilitative than lecture method of teaching. Gender and school
location had no significant influence on academic achievement of students. The
study concluded that the two more facilitative methods be adopted for teaching
chemistry for optimal results.
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JAMES, I (2022). Effects Of Concept-Mapping And Guided-Inquiry On Students’ Achievement In Senior Secondary Practical Chemistry In Cross River State Of Nigeria. Mouau.afribary.org: Retrieved Dec 24, 2024, from https://repository.mouau.edu.ng/work/view/effects-of-concept-mapping-and-guided-inquiry-on-students-achievement-in-senior-secondary-practical-chemistry-in-cross-river-state-of-nigeria-7-2
IGUI, JAMES. "Effects Of Concept-Mapping And Guided-Inquiry On Students’ Achievement In Senior Secondary Practical Chemistry In Cross River State Of Nigeria" Mouau.afribary.org. Mouau.afribary.org, 24 Nov. 2022, https://repository.mouau.edu.ng/work/view/effects-of-concept-mapping-and-guided-inquiry-on-students-achievement-in-senior-secondary-practical-chemistry-in-cross-river-state-of-nigeria-7-2. Accessed 24 Dec. 2024.
IGUI, JAMES. "Effects Of Concept-Mapping And Guided-Inquiry On Students’ Achievement In Senior Secondary Practical Chemistry In Cross River State Of Nigeria". Mouau.afribary.org, Mouau.afribary.org, 24 Nov. 2022. Web. 24 Dec. 2024. < https://repository.mouau.edu.ng/work/view/effects-of-concept-mapping-and-guided-inquiry-on-students-achievement-in-senior-secondary-practical-chemistry-in-cross-river-state-of-nigeria-7-2 >.
IGUI, JAMES. "Effects Of Concept-Mapping And Guided-Inquiry On Students’ Achievement In Senior Secondary Practical Chemistry In Cross River State Of Nigeria" Mouau.afribary.org (2022). Accessed 24 Dec. 2024. https://repository.mouau.edu.ng/work/view/effects-of-concept-mapping-and-guided-inquiry-on-students-achievement-in-senior-secondary-practical-chemistry-in-cross-river-state-of-nigeria-7-2