IMPACT OF PROCESS APPROACH ON QUESTIONING PREFERENCE, ACADEMIC ACHIEVEMENT AND RETENTION SPAN AMONG CHEMISTRY STUDENTS
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IMPACT OF
PROCESS APPROACH ON QUESTIONING PREFERENCE, ACADEMIC ACHIEVEMENT AND RETENTION
SPAN AMONG CHEMISTRY STUDENTS
ABSTRACT
This study
investigated the Impacts of Process Approach onQuestioning Preference, Academic
Achievementand Retention Span among Chemistry students in Senior Secondary
School (SS2). A sample of 78 students selected from two secondary schools
inZaria Metropolis were used as the study sample from a population of 1,241
students from 10 schools. The two schools randomly selected, were found after
matching them, to be equivalent academically. One of the schools served as
control group and the other serve as the experimental group which was exposed
to science process teaching approach while the control group was exposed to
lecture based instruction. Topics taught are state of matter, change of state,
and kinetic theory of matter, Gas laws, Acid-Base reactions and chemical
reaction. The choice of these concepts is considered suitable because they are
some of the difficult areas student failed in exams. A researcher-developed
Chemistry Achievement Test (CAT) with a reliability coefficient of 0.73, was
used to collect data for pretest, posttest and post-posttest (Extended test)
used to test the four null hypothesis. The data collected were analyzed using
t-test statistic, Analysis of Variance (ANOVA) and Scheffe‘s test at a
significance level of P≤0.05. Results indicated that (i) the experimental group
performed significantly better than the control group in their academic
achievement after undergoing the experimental treatment of science process
teaching approach (ii) the level of retention was significantly high for
students taught using Science Process Teaching Approachwhen compared with
thosetaught usingLecture Method (iii) Science Process Teaching Approach was
found to be more effective in enhancing cognitive questioning preference of
chemistry students at the senior secondary school level.Based on these
findings, a number of recommendations were made; (1) there is a need for the
improvement of the Chemistry conditions and practices existing in Nigerian
schools through the use of SPTA(2) there is a need to employ science process
based instruction in the senior secondary schools as a means to reduce academic
failure and enhanceretention span among science students in the senior
secondary schools and (3) there is also a need for training and retraining of
science teachers towards effective use of Science Process Approach in the
teaching of chemistry at SSS among others
1.1
Introduction
Chemistry as
one of the physical sciences deals with the nature of matter; its properties
and its changes in different conditions. Chemistry according to Zohar (2004)
should be studied to improve man‘s knowledge and enhance his understanding of
his environment for his survival. The subject as shown by Ezeliora (2010) is at
the core of every technology that is enjoyed today. According to Ezeliora,
(2010) the power of chemical science creates as a whole an enabling infrastructure
that delivers food, medicine and materials which are the hallmarks of modern
life. Today its significance as a core subject in the study of medicine,
several technologically based courses, pharmacy and engineering is indisputably
important as stipulated in the National Policy on Education (FRN, 2008).
Therefore, Chemistry education has a fundamental role to play in providing
solution to several technological and socio-economic issues confronting man as
well as improve scientific literacy (Neshitt-Hawes, 2005 & Ezeliora 2010).
Chemistry
has also been perceived by students at the various level of the educational
sector particularly in secondary school as very difficult to understand
(Ezeliora 2003). Majority of the students perceived Chemistry as a body of
isolated facts to be memorized, lacking relevance to reality which has led to
lack of interest in it by students (Ezeliora 2003). For many students,
Chemistry is first a classroom affair. Echodain Ezeliora (2010) revealed that
very rarely do students know that the acid work in the Chemistry laboratory is
found in the farm, at home and at play. This wrong perception of Chemistry by
students has resulted in low entrance by students into Chemistry and Chemistry
related courses both at the secondary school and tertiary level of studies, and
of course performance has not been encouraging either (Zohar, 2004; Aksela,
2005 & Ezeliora 2010). Of the many factors responsible for students
attitude and low performance in Chemistry, there are a few that have not attracted
much attention. One of this is the inability of the Chemistry teacher to
design, determine and enhance students‘ cognitive questioning preference. This
was attributed to the constant use of lecture method, which has continued to
conceal this basic fact, by emphasizing rote learning (Zoller, 2001 &
Zohar, 2004).
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