Effects of Concept Mapping and Guided Discovery Instructional Strategies on Students’ Achievement in Redox Concept of Chemistry in Oyo State, Nigeria
Автор: A. Tella, T.A. Ogundiya
Журнал: International Journal of Information Engineering and Electronic Business @ijieeb
Статья в выпуске: 2 vol.14, 2022 года.
Бесплатный доступ
The study determined the effects of concept mapping and guided discovery instructional strategies on student’s learning achievement in Redox concept in Chemistry in Oyo State, Nigeria. The pretest-posttest control group quasi experimental design with 3x2 factorial matrix was adopted, while six schools with one intact class each; two each for experimental groups and two for control group were used. A total of 176 senior secondary school 2 Chemistry students participated in the study. A validated Chemistry Student Achievement Test (r = 0.77) was used for data collection, while Analysis of covariance and Bonferroni post hoc were used to analyze the data collected at 0.05 level of significance. There was a significant main effect of treatment (F(2, 175) =11.84; p<0.05, partial η2 = 0.13) on student’s achievement. The participants in concept mapping strategy obtained the highest post achievement mean score (12.71), followed by guided discovery instructional strategy (9.24) and conventional strategy (8.60) groups. There was no significant main effect of gender on student’s achievement. There was no significant two- way interaction effect of treatment and gender on student’s achievement in Redox concept of chemistry. Concept mapping and guided discovery instructional strategies enhanced student’s achievement in Redox concept of chemistry. It is therefore recommended that chemistry teachers should adopt these strategies to improve student’s achievement in Chemistry.
Achievement in Redox concept, Concept mapping, Gender, Guided discovery
Короткий адрес: https://sciup.org/15018328
IDR: 15018328 | DOI: 10.5815/ijieeb.2022.02.05
Список литературы Effects of Concept Mapping and Guided Discovery Instructional Strategies on Students’ Achievement in Redox Concept of Chemistry in Oyo State, Nigeria
- Uchegbu, R. I, Oguoma, C. C. Elenwoke, U.E, & Ogbuagu, O. E. (2016). Perception of difficult topics in chemistry curriculum by senior secondary school II students in Imo State. American Association for science and technology. 2(3) 18-23.
- Federal Ministry of Education. (2013). Senior secondary school curriculum chemistry. Nigerian Educational Research and Development Council, 24-25.
- Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of chemical Education, 76: 548-554
- Boujaoude, S., & Barakat, H. (2003). Students’ problem solving strategies in stoichiometry and their relationship to conceptual understanding and learning approaches. Electronic Journal of Science Education, 7(3), 1-42.
- Nakhleh, M.B. (1992). Why some students don’t learn chemistry: chemical misconceptions. Journal of Chemical Education, 69(3), 191-196
- BouJaoude, S.B., & Attieh, M. (2003). The effect of using concept maps as study tools on achievement in chemistry. Eurasia Journal of Mathematics Science and Technology Education 4(3), 233-246.
- Moore, J. (1989). Tooling up for the 21st century. Journal of Chemical Education, 66: 15-19
- West African examination council (2012). Chief examiners’ annual reports. Lagos.
- West African examination council (2016). Chief examiners’ annual reports. Lagos.
- West African examination council (2018). Chief examiners’ annual reports. Lagos.
- Fatokun, K.V.F. (2006). Application of computer-aided instruction in the teaching of mole concept at secondary school level. J. Educ. Stud, 12(1): 169 – 174.
- feakor, A.C. (2006). The status of resources for effective teaching of chemistry in Nigerian secondary schools. In Nwezi, U. (eds). Resources of science technology mathematics education, Heinemann Educational Books (Nig.) Plc 173-177
- Ekenobi, T.N., Mumuni, A.A.O., & Nwanekezi, A.U. (2016). Enhancing chemistry students’ retention of redox reaction concept through intervention with advance organisers. British Journal of Psychology Research, 4(4), 34-46
- Fatokun, K.V.F & Eniayeju, P.A. (2014). The effect of concept mapping-guided discovery integrated teaching approach on chemistry students’ achievement and retention. Educational Research and Review. 9(22), 1218-1223.
- Novak, J. D. & Musonda, D. (1991). A twelve year living longitudinal study of science concept learning, American Educational Research Journal, 28 117-153. Retrieved 27th June, 2012.
- Kwantlen Polytechnic University (2014). Concept mapping. The Learning Center, KPU Surrey, KPU Richmond, KPU Langley & KPU Tech, 1-2. Retrieved 25th September 2021 from https://www.kpu.ca/sites/default/files/Learning%20Centres/Reflect_ConceptMap_LA.pdf
- Abdulahi, A. B. (2007). Improving the teaching methods of chemistry practical. Science Teachers Association of Nigeria, Chemistry Panel, National Workshop Proceedings. 3: 120-123.
- Uche, S. G. & Umoren, G. U. (1998). Integrated Science Teaching: Perspectives and Approaches. Published by AAU Vitalis Book Company, Aba-Nigeria
- Bamiro, A. O. (2015). Effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. The International Journal of Technology in Learning, 21(1), 1 - 7
- Shieh, C. J. & Yu, L. A. (2016). Study on information technology integrated guided discovery instruction towards students’ learning achievement and learning retention. Eurasia Journal of Mathematics, Science and Technology Education, 12(4): 833 – 842.
- Simamora, R. E., Saragih, S. & Hasratuddin, A. (2019). Improving students’ mathematical problem solving ability and self-efficacy through guided-discovery learning in local culture. International Electronic Journal of Mathematics Education, 14(1), 61 – 72.
- Ifeakor, A.C. (2005). Evaluation of commercially produced computer assisted instruction package for teaching secondary school chemistry. An Unpublished Doctorate Thesis, University of Nigeria, Nsukka.
- Isah, H. (2005). Gender In-balance in access to science education: implication for production of female science teachers. JSTAN 40 (1&2), 45-52
- Okwo, F.A & Otubah, S. (2007). Influence of gender and cognitive style on students’ achievement in physics essay test. JSTAN 42.1and2: 85-88
- Longjohn, I .T (2009). Effect of game method of teaching on students‟ achievement in chemistry JSTAN, 44(1&2):85-92
- Onwukwe, E O. (2009). Combined effects of play simulation and teaching with analogy on achievement and among chemistry students. An Unpublished PhD Thesis. Nnamdi Azikiwe University, Awka.
- Nworgu, L.N. (2005). Effects of gender sensitization package (GSP) on students‟ achievement in integrated science JSTAN 40 (1&2) 74-79
- Okonkwo, I.G. (2012). Effects of concept mapping and simulation- game teaching strategies on students’ achievement and interest in environmental concepts in chemistry. Unpublished PhD Thesis. National open university of Nigeria.
- Wandersee, J.A. (1990). Concept mapping and cartography of cognition: Journal of Research in Science Teaching 27(10), 923 – 936.
- Karakuyu, Y. (2010). The effect of concept mapping on attitude and achievement in a physics course. International Journal of physical Sciences, 5(6), 724-737.
- Gladys, U. J. (2013). Concept mapping and guided inquiry as effective techniques for teaching difficult concepts in chemistry: effect on student’s academic achievement. Journal of Education and Practice, 4(5), 9-15.
- Omiko Akani (2017). Effect of guided discovery method of instruction and student’s achievement in chemistry at the secondary school level in Nigeria. IJSRE 5(2), 6226-6234
- Cheung, D. (2009). Developing a scale to measure students’ attitudes towards chemistry lessons. International Journal of Science Education, 31(16), 2185-2203.
- Chawla, J. & Singh, G. (2015). Effect of concept mapping strategy on achievement in chemistry among IX grader girls. International Journal of Informative and Futuristic Research 3(3), 1036-1044.
