Paper Title
The Effect of Laboratory Teaching Method on Senior Secondary School Students’ Academic Achievement in Inorganic Chemistry
Author
C. A. Ezeano & Mary I. Ugwu
Section
Education
Abstract

This study investigated the effect of laboratory teaching method on the academic achievement in inorganic chemistry (acid-base titration) of senior secondary school studentsin Enugu Education Zone of Enugu State, Nigeria. The design for the study was a pre-test post-test non control group quasi-experimental design.The population for the study consists of 1,407 Senior Secondary School Two (SS2) chemistry students from twenty (20) public co-educational schools in the education zone. The instrument used for data collection was Inorganic Chemistry Achievement Test (ICAT). The statistical tools used for data analysis in the study were mean and standard deviation for research questions and Analysis of Covariance (ANCOVA) for testing the null hypotheses at 0.05 significant level. The findings of this study showed that laboratory teaching method had much more effect on Chemistry students’ achievement. The study showed that males and females benefited significantly from the teaching method since it is activity oriented which made them engage in in-depth critical thinking and process skills. Chemistry teachers should therefore incorporate it into the teaching-learning process since it developed students’ scientific and practical skills motivated the students and fostered the spirit of competitiveness among them. Its effectiveness is also not limited by gender.

Keywords
Chemistry education, laboratory teaching method, inorganic chemistry achievement score,Senior Secondary School Two (SS2) chemistry students, gender and achievement score

Introduction

Science is an area of learning in the world today through which the development and progress of any nation are based. It is viewed generally as a systematic study of nature. Bradford (2015) defined science as a systematic and logical approach to discovering how things in the universe work. The knowledge of science has a link with that of technology. Acquisition of scientific and technological knowledge can enhance the development of any nation.

The degree of scientific and technological advancement of a nation is a function of its strength, politically, economically, socially, among others. In view of this, Aniodoh (2008) noted that science and technology have become dominant cultural factors and any nation that is not alive to this fact is either dead or dying. The truth is that any nation that is not deeply involved in the knowledge of science and technology is retrogressing. In realization of the critical role of science, many developing countries like Nigeria are making frantic efforts to improve on the study of science and science-related subjects in their various schools. For instance, the adoption and effective implementation of 6-3-3-4 system of education which focuses on acquisition of entrepreneurship and technological development is built around science and technology (Uwaifo, 2009). For this reason, the major aim of science education is viewed as a means of producing scientists needed for national development as contained in the National Policy on Education (Federal Republic of Nigeria (FRN), 2013). One of these science subjects is chemistry which can be defined as the study of the composition, properties and uses of all forms of matter (Ababio, 2013).

 

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Refrences

Ababio, O. Y. (2013).  New school chemistry for senior secondary schools. 3rd edition. Onitsha: African First Publishers Limited.

Adepoju, T. L.,& Oluchukwu, E. E. (2011). A study of secondary school students’ academic performance at the Senior School Certificate Examinations and implications for educational planning and policy in Nigeria. African Research Review, 5(6), 314-333.

Aniodoh, H.C.O. (2008). Modern aspects of Integrated Science education, Enugu; Hacofam Educational Books.

Bradford, A. (2015). Science and the Scientific Method: A Definition Journal of Live Science Contributor. Retieved from http://www.livescience.com/20896-science-scientific-method.html November, 32016.

Egbo, J. J. (2014). Effect of inquiry role approach on student’s achievement and retention in chemistry. (An unpublished Ph.D thesis, Department of Science and Computer Education, Enugu State University of Science and Technology (ESUT), Enugu).

Ene, C. C. (2015). Effect of cooperative learning strategy on studentsachievement, interest and acquisition of science process skills in Chemistry Practical activities. (Unpublished M.Sc. dissertations,Department of Science Education. University of Nigeria Nsukka).

Ezeano, A. & Ezeudu, F. (2013). Application of laboratory management skills by Chemistry teachers in Enugu State. Journal of Education and Practice ISSN 2222-288X (Online) 4(18).

Ezeano, C.A. (2008). Effect of small scale experiment on students’ achievement and retention in chemistry.(Unpublished Doctoral thesis, Department of Science Education, University of Nigeria, Nsukka.

Ezeano, C.A. (2012). Laboratory activities for quality assurance in Nigerian Secondary Schools Chemistry. Lit Academic Journal: An International Multi DisciplinaryPublication 1(1).

Ezinwa, U. S. (2011). Effect of peer teaching method on students’ achievement and interest in some difficult chemistry concepts. (Unpublished M.Sc dissertations, Department of Science Education, University of Nigeria, Nsukka.

 

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