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All Journal Journal of Research in Instructional Journal of Digital Learning and Distance Education
Muoneke, Nneora Mary
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria Nwafor, Stephen Chinedu; Odukwe, Ogochukwu Chinelo; Aghamelu, Ogonna Somtochukwu; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.328

Abstract

The study examined the relationship between the cognitive styles of secondary school students in the Awka Education Zone of Anambra state, Nigeria, and their academic achievement in Chemistry. It also considered the moderating influence of gender on the relationship between these variables. A Chemistry Achievement Test (CAT) proforma and the Group Embedded Figure Test (GEFT) were the two instruments used to collect the data. The study problems were addressed using the Pearson product moment coefficient (r), coefficient of determination (r2), linear regression and the Hayes Macro Process with the hypotheses tested at the 0.05 level of significance. The findings showed a strong positive correlation between secondary school students' academic achievement in Chemistry and their cognitive styles. Additionally, there is a moderately significant positive relationship between a student's gender and their academic achievement in Chemistry at the secondary school level in terms of cognitive style. Among other things, it was suggested that chemistry lessons be designed to identify each student's preferred cognitive style and work to meet their needs. Also, Chemistry pre-service and in-service teachers should be trained to create appropriate classroom environment that integrates variables such as cognitive styles and gender unbiased teaching method in the learning process.
Improving Secondary School Students’ Achievement in Chemistry Through Interaction Pattern Approach Nwafor, Stephen Chinedu; Ezeanya, Maureen Chinyere; Ameh, Rachael Folake; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.340

Abstract

The study determined the effect of interaction pattern approach on secondary students’ achievement in Chemistry. The study was carried out in Awka South Local Government Area of Anambra State. The study employed a quasi-experimental research design. Specifically, the pre-test, post-test non-equivalent control group design was used. A sample size of 112 (45 male & 67 female) out of the 1,522 senior secondary two (SS2) Chemistry students was selected using purposive and simple random sampling techniques. A 50 multiple-choice objective items Chemistry Achievement Test (CAT) developed by the researchers was the instrument used for data collection. The reliability index of 0.92 was obtained for CAT using Kendall’s Coefficient of Concordance (w). Data were analysed mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings of the study revealed that interaction pattern approach (IPA) significantly improves students’ achievement in Chemistry than the conventional lecture approach (CLA). Gender has no significant influence on students’ achievement in chemistry when taught using IPA. Also, there is no significant interaction effect of instructional approaches and gender on students’ achievement in chemistry. Based on the findings, it was recommended that chemistry teachers should make use of IPA to improve students’ achievement in the subject and promote gender friendly chemistry teaching and learning.
Optimizing information and communication technology applications in chemistry learning Nwafor, Stephen Chinedu; Ibe, Franklin Nnanna; Muoneke, Nneora Mary
Journal of Research in Instructional Vol. 2 No. 2 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i2.92

Abstract

Information and communication technology (ICT) is crucial to the educational growth of any country and the academic interactions and collaborations of students. The study determined the extent of ICT application in chemistry instruction in Anambra State, Nigeria, secondary schools. This study uses a descriptive survey. A total of 133 students and 12 chemistry teachers as samples. The t-test was used to test the research hypothesis. The study's findings revealed a low extent of ICT application in teaching and learning chemistry in Anambra State, Nigeria. Moreover, both the chemistry teachers and students agree that ICT is applied to a low extent for teaching and learning chemistry in Anambra State, Nigeria. The study also revealed that the use of outdated computers; lack of technical assistance; lack of time; lack of computer hardware/software; lack of electricity; broken down computers; lack of internet or slow connectivity, and high cost of computers are some of the challenges of ICT application while the provision/maintenance of adequate ICT software and hardware, exposure of chemistry teachers to workshops and conferences and provision of uninterrupted internet services and power supply by the government among others were proffered as possible strategies to eliminate these challenges.
Co-Authors Aghamelu, Ogonna Somtochukwu Ameh, Rachael Folake Ezeanya, Maureen Chinyere Ibe, Franklin Nnanna Nwafor, Stephen Chinedu Odukwe, Ogochukwu Chinelo