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All Journal Journal of Research in Instructional Eureka: Journal of Educational Research EduBase: Journal of Basic Education Strata International Journal of Social Issues
Ibe, Franklin Nnanna
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Interest in Chemistry Ibe, Franklin Nnanna; Ezeliora, Bernadette A.; Okafor, Chinyere F.
EduBase : Journal of Basic Education Vol. 5 No. 2 (2024): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the effect of think-pair-share instructional strategy on secondary school students’ academic interest in Chemistry. It covered the topics; acids, bases and acid-base reactions. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The quasi-experimental design was adopted. The population of the study was 5,714 senior secondary school year one (SS1) Chemistry students in Awka Education zone in Anambra State. A sample of 192 SS 1 Chemistry students obtained using stratified and simple random sampling techniques was involved in the study. The instruments for data collection were Chemistry Achievement Test (CAT) and Chemistry Interest Scale (CIS) validated by experts. The reliability of the instruments were established using Kuder-Richardson Formula 20 for CAT which yielded coefficient of internal consistency of 0.81 and Cronbach Alpha for CIS with a reliability coefficient of 0.71. Data were collected by administering the instrument. The data obtained were analyzed using mean and standard deviation to answer the research questions; and analysis of covariance (ANCOVA) to test the hypotheses. The findings of the study revealed that there was significant difference in the mean interest scores of the students taught Chemistry using think-pair-share instructional strategy and those taught using lecture method in favour of think-pair share instructional strategy. Moreso, there was no significant difference in the mean interest scores of male and female students taught Chemistry using think-pair-share instructional strategy. Based on the findings, recommendations were made that workshops and seminars should be organized by school heads to orient Chemistry teachers on how to effectively use think-pair-share instructional strategy in the teaching and learning of Chemistry. The study contributed to knowledge such that it has empirically proved and established that use of TPS improves students' interest in Chemistry surpassing lecture method. The study also revealed empirically that use of TPS in teaching Chemistry enhances male and female students’ interest
Effect of Information and Communication Technology on the Interest and Achievement of Secondary School Students in Chemistry in Aguata Education Zone Ezeiheukwu, Chika Mary; Okongwu, Dozie John Okongwu; Ibe, Franklin Nnanna
Strata International Journal of Social Issues Vol. 1 No. 2 (2024): August
Publisher : CV. Strata Persada Academia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59631/sijosi.v1i2.231

Abstract

This research work investigates the impact of Information and Communications Technology instructional methods on the interest and performance in Chemistry by Senior Secondary School Students within Aguata Education Zone of Anambra State. The research design that was used in the study is a quasi-experimental pre-test, post-test and control group design from an intact class. Four research questions were raised and three hypotheses were tested at 0. 05 level of significance. The population of the study therefore included 2,644 Senior Secondary School Students Class Two from nine out of the 52 public schools in Aguata Education Zone. Chemistry Interest Inventory (CII) was the instrument used for data collection while Chemistry Achievement Test (CAT) was also used and these two were analyzed using Cronbach Alpha and Kuder- Richardson (K-20) respectively revealed a reliability coefficient of CII is 0.64) and the reliability coefficient of CAT is 0.73. For the research questions, mean and standard deviation were used to analyze the collected data. The hypotheses were tested at 0. 05 level of significance using analysis of covariance. The findings revealed that there was a significant improvement in students’ cognitive achievement and interest in chemistry due to ICT instructional packages. And, that gender does not affect the performance of students that were taught Chemistry with ICT instructional package. In light of this, it was recommended that Chemistry teachers should adopt ICT constructional methods in the teaching of Chemistry in Senior Secondary Schools.
Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry Obikezie, Maxwell Chukwunazo; Nwuba, Izunna Shedrack; Ibe, Franklin Nnanna
Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v2i1.16

Abstract

This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.
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.
Correlation between test anxiety and students’ chemistry achievement Nwafor, Stephen Chinedu; Eke, Joy Anulika; Ibe, Franklin Nnanna
Journal of Research in Instructional Vol. 3 No. 1 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i1.93

Abstract

This research examined the correlation between test anxiety and chemistry students’ achievement. It also looked at the moderating effect of school location and gender on the correlation between these two variables. In the study, a descriptive survey design was used. Using stratified random sampling, 222 chemistry students from senior secondary schools were selected. The instruments used were test anxiety questionnaire and chemistry achievement test. Pearson correlation and coefficient of determination were used for data analysis. The study indicated a significant negative correlation between test anxiety and chemistry achievement among students. In addition, there was no correlation between test anxiety and students' performance in chemistry when school location and gender were moderated for. It was therefore concluded that an increase in students’ test anxiety will decrease their achievement in chemistry and vice-versa, irrespective of their school location and gender. Consequently, it was recommended, among others, that the teachers, parents, curriculum planners and education stakeholders use cognitive, affective and behavioural approaches to minimize students' test anxiety to increase their achievement.
Co-Authors Eke, Joy Anulika Ezeiheukwu, Chika Mary Ezeliora, Bernadette A. Muoneke, Nneora Mary Nwafor, Stephen Chinedu Nwuba, Izunna Shedrack Obikezie, Maxwell Chukwunazo Okafor, Chinyere F. Okongwu, Dozie John Okongwu