ABSTRACT
The study was aimed at determining the
effects of think aloud and self assessment instructional strategies on
students’ achievement in senior secondary school chemistry in Imo State. Four
research questions and four null hypotheses were formulated to guide the study.
The research adopted quasi experimental design. The population for the study
comprised 7,825 chemistry students of 2017-2018 sessions in public secondary
schools in Imo State. A two stage sampling procedure was used to draw 128
chemistry students from the three intact classes which were used for the study.
A 50 item multiple chemistry achievement test (CAT) with options A-E as
developed which covered the SS2 chemistry curriculum. The content areas are:
Rate of chemical reaction, energy change and chemical reaction, chemical
equilibrium, energy change (Endothermic and Exothermic reaction), energy change
(Hess Law, lattice energy, law of thermodynamics, enthalpy and entropy change),
energy change (energy of reaction, bond energy, enthalpy, entropy and free
energy change).The reliability of the instrument was determined using
Kuder-Richardson KR-20 and it yielded estimate of 0.86. The data collected were
analysed using mean and standard deviation for research questions while the
null hypotheses were tested using Analysis of covariance (ANCOVA) at 0.05 level
of significance. The findings of the study, among others, showed that there was
a significant difference in the mean achievement scores of chemistry students
taught think aloud, self assessment and conventional method. Students taught
using think aloud instructional strategy and self assessment instructional
strategy performed significantly better than students taught using conventional
method. It is recommended that chemistry teachers should use think aloud, self
assessment instructional strategies in teaching and learning of chemistry.
EBERE, V (2022). Effects Of Think Aloud And Self Assessment Instructional Strategies On Students’ Achievement In Senior Secondary School Chemistry In Imo State. Mouau.afribary.org: Retrieved Dec 24, 2024, from https://repository.mouau.edu.ng/work/view/effects-of-think-aloud-and-self-assessment-instructional-strategies-on-students-achievement-in-senior-secondary-school-chemistry-in-imo-state-7-2
VIVIAN, EBERE. "Effects Of Think Aloud And Self Assessment Instructional Strategies On Students’ Achievement In Senior Secondary School Chemistry In Imo State" Mouau.afribary.org. Mouau.afribary.org, 18 Oct. 2022, https://repository.mouau.edu.ng/work/view/effects-of-think-aloud-and-self-assessment-instructional-strategies-on-students-achievement-in-senior-secondary-school-chemistry-in-imo-state-7-2. Accessed 24 Dec. 2024.
VIVIAN, EBERE. "Effects Of Think Aloud And Self Assessment Instructional Strategies On Students’ Achievement In Senior Secondary School Chemistry In Imo State". Mouau.afribary.org, Mouau.afribary.org, 18 Oct. 2022. Web. 24 Dec. 2024. < https://repository.mouau.edu.ng/work/view/effects-of-think-aloud-and-self-assessment-instructional-strategies-on-students-achievement-in-senior-secondary-school-chemistry-in-imo-state-7-2 >.
VIVIAN, EBERE. "Effects Of Think Aloud And Self Assessment Instructional Strategies On Students’ Achievement In Senior Secondary School Chemistry In Imo State" Mouau.afribary.org (2022). Accessed 24 Dec. 2024. https://repository.mouau.edu.ng/work/view/effects-of-think-aloud-and-self-assessment-instructional-strategies-on-students-achievement-in-senior-secondary-school-chemistry-in-imo-state-7-2