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In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a
population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was
used...
Contexts in source publication
Context 1
... is the interaction effect between methods and gender on students mean retention scores in electrolysis? The answer to research question two is presented in Table 2. The results in Table 2 revealed that, the mean retention scores of male students taught electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) and discussion method are 28.89 and 18.77 respectively while the mean retention scores of female students taught electrolysis using CCMIS and discussion method are 28.81 and 17.24 respectively. ...Context 2
... answer to research question two is presented in Table 2. The results in Table 2 revealed that, the mean retention scores of male students taught electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) and discussion method are 28.89 and 18.77 respectively while the mean retention scores of female students taught electrolysis using CCMIS and discussion method are 28.81 and 17.24 respectively. This shows that CCMIS is superior to discussion method in enhancing both male and female students' retention in electrolysis. ...Context 3
... is the interaction effect between methods and gender on students mean retention scores in electrolysis? The answer to research question two is presented in Table 2. The results in Table 2 revealed that, the mean retention scores of male students taught electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) and discussion method are 28.89 and 18.77 respectively while the mean retention scores of female students taught electrolysis using CCMIS and discussion method are 28.81 and 17.24 respectively. ...Context 4
... answer to research question two is presented in Table 2. The results in Table 2 revealed that, the mean retention scores of male students taught electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) and discussion method are 28.89 and 18.77 respectively while the mean retention scores of female students taught electrolysis using CCMIS and discussion method are 28.81 and 17.24 respectively. This shows that CCMIS is superior to discussion method in enhancing both male and female students' retention in electrolysis. ...Similar publications
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Citations
... Several studies have linked poor retention ability in students to ineffective teaching methods, such as lectures and discussions (Ajayi & Angura, 2017). Similarly, Cyril (2016) discovered that low knowledge retention rates among students, particularly among different genders, can be attributed to the instructional approaches used by teachers. ...
... Chemistry as a science subject is an important tool for industrial and technological advancement as its concepts have been useful in the interpretation of biological, physical and chemical phenomena in science. Chemistry as a core science subjects deals with scientific study of the composition, structure, properties, and reactions of matter in different forms [1]. Electrolysis which is the main focus of this study is a process of decomposing ionic compounds into their elements by passing a direct electric current through the compound in a fluid form. ...
This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.
... Retention of scientific concepts is known [5] to depend largely on the teaching methods and strategies the teacher adopts. These instructional methods and approaches, which are mostly learnercentred, include web-based learning activities, discussion and collaborative methods, demonstrations and practical activities, and exemplary materials like computer simulation and models. ...
This study examined how exemplary materials improve students' performance and retention in hybridisation. A quasi-experimental pretest-posttest-post-posttest non-equivalent design was used with a modified Solomon four-group design, using hybridisation conception achievement tests (HCATs). A multistage sampling technique was used to sample four intact chemistry classes from four senior high schools in Kwabre East, Ashanti, Ghana, who had not been exposed to hybridisation. The control and experimental groups had two classes each. The experimental group learnt with exemplary materials in the form of models, balloons, and computer simulations. Data were analysed with SPSS 20.0. No pretest sensitization was observed, as no statistically significant differences were found between the posttest scores of the pretested experimental group and those not pretested (p = 0.07) and the posttest scores of the pretested control groups and those without pretest (p = 0.06). The posttest findings showed a significant increase in performance (p < 0.001) of the experimental group a week after the treatment. Experimental groups significantly performed better than control groups (p < 0.001). The experimental groups' retention significantly increased three weeks after the posttest (p = 0.03). Again, experimental groups' retention was better than the control (p < 0.001). Learning chemistry (and science) should involve using exemplary materials and student-centred pedagogies to improve the performance and memory of chemical concepts like hybridisation. [African Journal of Chemical Education — AJCE 13(3), July 2023]
... However, an alarming bell of unimpressive students' retention learned concepts was toll by (Ogbeba & Ajayi, 2016) and variation of rate of retention across gender (Ajayi & Angura, 2017). Similarly, Arokoyu and Aderonm (2018) observed that student considered chemistry as difficult subject which led poor retainment of the concepts learned which in turn manifest in their poor academic achievement in the subject. ...
This study determined the effectiveness of Ethnochemistry based Approach on Chemistry Students' Academic Achievement and Retention in Malumfashi Educational Zone, Katsina State, Nigeria. Four research questions and four null hypotheses guided the study. The study adopted Nonequivalent Quasi-experimental design in form pretest, posttest, post-posttest, control group. Engaged in the study were 97students selected from 5501 SSII Chemistry Students. Chemistry Achievement Test (CAT) with test-retet reliability index r=0.864 of was used for collecting data after validation by experts. The stated research questions were answered using mean and standard deviation and null hypotheses were tested using ANCOVA (One-way) and Independent samples t-test test at P≤0.05 level of significance. The findings of the study revealed that a significant difference exits in the mean academic achievement and retention scores of SSII Students taught Chemistry Concepts using Ethnochemistry based Approach and those taught using Lecture Method in favour of those students taught using Ethnochemistry based Approach. However, the study found no significant difference in the mean academic achievement and retention scores of male and female Students taught Chemistry Concepts using Ethnochemistry based Approach. Based on the findings, it was recommended among others that teachers should incorporate the use of ethnochemistry practices, examples and illustrations for effective chemistry content delivery to enhance students' achievement and retention of Chemistry Concepts for indelible meaningful learning through Ethnochemistry Based Approach.
... Instructional methods play an important role in the retention ability of students. Inappropriate lecturing methods in chemistry invariably translate to students' inability to retain core knowledge concepts (Ajayi & Angura, 2017). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... This failure could be attributed to teachers' use of unsuitable instructional methodologies, especially traditional teacher-centered methods. This is in tandem with previous researchers [47], [48] who noted that most students performed poorly due to the predominant use of teacher-centered instructional strategies. To cope with this situation, teachers must adopt the learner-centered strategies which emphasize contextualized and constructive processes while also equipping students with higher-order thinking skills. ...
span lang="EN-US">Students’ performance in biology in Rwanda National Examinations has been reported to be unsatisfactory. This demands teachers to shift to methods that enable students to acquire meaningful learning. In an attempt to cope with this situation, the effects of concept mapping (CM) and cooperative mastery learning (CML) on the cognitive process in biology among lower secondary school students in Nyamagabe district, Rwanda was investigated. A quasi-experimental non-equivalent pre-test, post-test control group design was applied to a sample of 449 senior secondary school two (SS2) students (224 males and 225 females) drawn from seven co-educational secondary schools purposively selected from 46 schools. The students were in CM (n=151), CML (n=144) and conventional teaching method (CTM) (n=154) groups. The biology Achievement Test with a reliability of 0.82 obtained from the Kuder Richardson (KR-21) formula was used to collect data. Analysis of Covariance and Bonferroni test were applied for data analysis. Findings revealed that CM and CML groups scored better in all cognitive domains tested than the CTM group. A statistically significant difference between CM and CML was observed in favor of the CM. Based on the findings, it was concluded that the CM and CML are capable of improving secondary school students’ mastery of the content taught at all levels of cognition. Therefore, learning with CM and CML could be a viable option for teachers for addressing attainment issues in biology.</span
... Gender Issues. Gender disparities in science education have long been observed and continue to exist today [40,41]. According to recent research studies, gender inequalities in student achievement and career choices still exist [42,43]. ...
Literature confirms that students’ engagement in biology is necessary predictor of their learning outcomes. However, how to do so is less certain. Therefore, this study investigated whether students taught biology using Cooperative Mastery Learning (CML) had different perceptions of learning environment and engagement when compared to those taught using Conventional Teaching Methods (CTM). A sample of 298 students (151 male and 147 female) in 7 intact biology classes was used. A modified What Is Happening In this Class (WIHIC) and Student Engagement Questionnaire (SEQ) were used to collect data. Data were mainly analyzed using the multivariate analysis of variance and simple correlation analysis. The findings indicated a statistically significant difference for all WIHIC and SEQ scales with students in CML scoring higher than students in CTM classes. Students’ perceptions of WIHIC scales were statistically significantly associated with SEQ scales. The findings provide important information about how students’ exposure to CML can help them be more engaged in biology classes. Hence, the CML is a practical instructional strategy with significant implications for teachers, biology syllabus designers, and curriculum planners.
This quasi-experimental study examined the impact of group and individual laboratory activities on senior secondary school students' academic achievement and retention in practical physics within Orlu Education Zone I, Imo State. Guided by three research questions and hypotheses, the study sampled 65 students from 2 selected schools through multistage sampling from the entire population of 3,285 SSII students in 65 public secondary schools. The validated "Practical Physics Performance Test" (PPPT) instrument, with a reliability coefficient of 0.72, measured student performance. Following the pretest, a six-week experimental intervention was implemented, culminating in the administration of the posttest, which comprised reordered pretest items. Subsequently, a retention test was conducted two days later. Data for this study were derived from the scores obtained from these three assessments. Descriptive statistics and ANCOVA analyzed the data. Results showed that students engaging in group laboratory activities significantly outperformed and retained more information than those in individual laboratory activities. Recommendations include principals organizing teacher training seminars and workshops to effectively integrate group laboratory activities into practical physics instruction, enhancing student performance.
Physics Education Technology Project (PhET) simulation gives students the opportunity to explore and experiment with scientific phenomena in a safe, virtual setting. This study investigated the effects of PhET improvement on the retention ability of grade six learners in state of matter (SOM). To achieve the aim of the study sixty-four grade six learners were considered from four randomly selected primary schools in Umkhanyakude District in KwaZulu-Natal province. The study utilized a quasi-experimental design with a non-equivalent pre-test, post-test, and delayed post-test approach. Data were collected using the Phase Change of Matter Test (PCMT) administered during the pre-test, post-test, and delayed post-test phases. Participants in the control group were taught using the traditional teacher-centered approach, while the experimental group was exposed to the SOM PhET simulation. The reliability coefficient of 0.75 was determined using Cronbach’s alpha reliability coefficient. The data were analyzed using descriptive statistics, including mean, median, standard deviation, and range, to summarize the pre-test, post-test, and delayed post-test scores for both groups. A paired samples t-test was also conducted for each group to compare the pre-test and post-test scores, as well as the post-test and delayed post-test scores, to assess whether there was a significant improvement in retention following the intervention. The findings indicated that using PhET as an intervention effectively enhanced conceptual understanding of SOM. There was a statistically significant difference in the retention ability after treatment with a PhET simulation, compared to the control group. Based on the findings, it is recommended that students actively interact with simulations rather than merely observing demonstrations. When students engage directly with these tools, they achieve a deeper understanding and improved learning outcomes.
The study investigated the effect of concept-mapping strategy on academic performance and retention in Genetics among secondary school Biology students in Katagum Zonal Education, Bauchi State-Nigeria. The study adopted Quasi-experimental design specifically, pre-test post-test non-equivalent control group design. The population of the study comprised a total number of 7,707 SS2 Biology students from 50 public secondary schools in Katagum Zonal Education. Multistage sampling techniques were used to select a sample of 103 Biology students from two coeducational schools. Genetics Performance Test (GPT) was the instrument used for data collection which was validated by experts. The reliability coefficient of the instrument was 0.88 determined using Pearson Product Moment Correlation statistics. Four research questions and four null hypotheses guided the study. Research questions were answered using Mean and Standard Deviation statistics. The null hypotheses were tested at 0.05 level of significance using Independent Samples t-test. The findings revealed that students who were exposed to concept-mapping strategy performed and retained significantly better than those who were exposed to lecture method. The finding also revealed that male and female students in the experimental group do not
