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All Journal Journal of Digital Learning and Distance Education Journal of Research in Science and Mathematics Education
Ameh, Rachael Folake
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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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.
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 Ajayi, Victor Oluwatosin Alabi, Ayodeji Olorunmeye Ezeanya, Maureen Chinyere Muoneke, Nneora Mary Nwafor, Stephen Chinedu