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All Journal Journal of Research in Science and Mathematics Education Journal of Educational Technology and Instruction
Ajayi, Victor Oluwatosin
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Adopting and Implementing Collaborative Invitation, Exploration, Proposing-Explanation and Taking-action (CIEPT) Instructional Approach and Students’ Academic Performance in Chemistry Ajayi, Victor Oluwatosin; Tanko, Christina Audu
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.58

Abstract

The study was on the adoption of the Collaborative Invitation, Exploration, Proposing-Explanation, and Taking action (CIEPT) instructional approach to design chemistry lesson plans and investigating if the implementation the of CIEPT instructional approach in chemistry classrooms could improve students’ academic performance. A pretest, posttest, control group, and quasi-experimental research design was adopted in this study. The instrument used for data collection was the Chemistry Academic Performance Test (CAPT). CAPT was adopted from the West African Examination Council (WAEC) past examination question papers of 2005-2022. Kuder-Richardson (KR-21) formula was used to test the internal consistency of CAPT which yielded a reliability value of 0.91. A sample of 152 students was purposively sampled from 4 schools out of 47 schools in the study area. Three research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there is a significant difference between the mean academic performance of students taught Chemistry using CIEPT and the discussion method of teaching [F1, 151=111.210, p<0.05]. It was found that no significant difference between the mean academic performance of male and female students taught Chemistry using the CIEPT approach [F1, 78 =.420, P>0.05]. It was recommended among others that since the CIEPT approach was found to be an effective approach for improving students’ academic performance irrespective of gender; Chemistry teacher’s trainee and serving teachers should be trained on how to adopt and use the CIEPT approach.
Enhancing Students’ Self-Confidence and Critical Thinking Ability in Identifying Physical and Chemical Changes Using Technology-Assisted Constructivist Approaches Ajayi, Victor Oluwatosin; Ameh, Rachael Folake; Alabi, Ayodeji Olorunmeye
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1367

Abstract

Purpose: This study examined the effectiveness of technology-assisted constructivist approaches—namely, the Predict-Explain-Observe-Explain (PEOE) and Invitation-Exploration-Proposing Explanation-Taking Action (IEPT) models—in enhancing senior secondary students’ self-confidence and critical thinking in identifying physical and chemical changes. Methodology: A quasi-experimental, non-randomized pre-test, post-test control group design was employed. Instruments used were the Physical and Chemical Changes Self-Confidence Scale (PCCSS) and the Critical Thinking Ability Test (CTAT), both validated by subject experts. The study population consisted of 5,543 SS1 Chemistry students in Dekina Local Government Area, Kogi State, Nigeria. A sample of 228 students from six schools was selected through multi-stage sampling. Four research questions and four null hypotheses guided the study. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings: Results indicated statistically significant differences in students’ mean self-confidence and critical thinking scores across the PEOE, IEPT, and traditional discussion groups [F(2, 227) = 2325.074, p < .05; F(2, 227) = 209.004, p < .05]. However, no significant interaction effects were found between instructional method and gender on students’ self-confidence or critical thinking scores [F(2, 227) = .085, p > .05; F(2, 227) = .225, p > .05]. Significance: The study concludes that technology-assisted constructivist strategies significantly improve students’ cognitive and affective engagement in Chemistry. It is recommended that Chemistry educators integrate the PEOE and IEPT models to foster deeper understanding, self-confidence, and critical thinking in distinguishing between physical and chemical changes.
Co-Authors Alabi, Ayodeji Olorunmeye Ameh, Rachael Folake Tanko, Christina Audu