ArticlePDF Available

Effect of Hands-on Activities on Achievement and Retention of Senior Secondary Chemistry Students in Stoichiometry

Authors:

Abstract and Figures

The research was on the effect of hands-on activities on achievement and retention of senior secondary chemistry students in stoichiometry. A sample of 292 students from eight purposively selected secondary schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study. The study adopted quasi-experimental research design. The instrument used for data collection was Stoichiometry Achievement Test (SAT) with the reliability value of 0.92 using Pearson Product Moment Coefficient. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that students taught stoichiometry using hands-on activities had significantly higher mean achievement scores than those taught using demonstration method (F=555.374, P(0.0001<0.05) and students taught stoichiometry using hands-on activities had significantly higher mean retention scores than those taught using demonstration method (F=117.523, P(0.0001<0.05). It was recommended that since hands-on activities method was found to be an effective method for improving students' achievement and retention in stoichiometry; Chemistry teacher's trainee should be trained on the use of hands-on activities and serving teachers should be encourage to use it.
Content may be subject to copyright.
54
ICSHER JOURNAL Vol. 2, No. 2 (Dec., 2016): 54-59
Effect of Hands-on Activities on Achievement and Retention of Senior Secondary
Chemistry Students in Stoichiometry
Josiah Ogbeba, Ph.D & Oluwatosin Victor Ajayi
Department of Curriculum and Teaching, Benue State University, PMB 102119, Makurdi, Nigeria
Email: princeadeajayijunior@gmail.com
Abstract
The research was on the effect of hands-on activities on achievement and retention of senior secondary
chemistry students in stoichiometry. A sample of 292 students from eight purposively selected secondary
schools out of a population of 8,381 SS II students from zone C of Benue State, Nigeria was used for the study.
The study adopted quasi-experimental research design. The instrument used for data collection was
Stoichiometry Achievement Test (SAT) with the reliability value of 0.92 using Pearson Product Moment
Coefficient. Two research questions and two null hypotheses guided the study. The research questions were
answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of
significance using Analysis of Covariance (ANCOVA). The study revealed that students taught stoichiometry
using hands-on activities had significantly higher mean achievement scores than those taught using
demonstration method (F=555.374, P(0.0001<0.05) and students taught stoichiometry using hands-on
activities had significantly higher mean retention scores than those taught using demonstration method
(F=117.523, P(0.0001<0.05). It was recommended that since hands-on activities method was found to be an
effective method for improving students’ achievement and retention in stoichiometry; Chemistry teacher’s
trainee should be trained on the use of hands-on activities and serving teachers should be encourage to use it.
Key words: Effect, hands-on activities, achievement, retention, stoichiometry.
Introduction
The world as a global community lays much emphasis
on science and technology. The acquisition of science
and technology at all levels of education depends on
the teaching effectiveness measured in terms of the
knowledge of what to teach, how to teach it and when
to teach it (Archibong, 2009). Eriba (2007) describes
science and technology as basic tools for industrial and
national development. These if properly harnessed
could bring about economic and social happiness by
providing and improving the welfare of the citizenry.
One of the broad aims of secondary education in
Nigeria is rising up of generations of people who can
think for themselves, respect the views and feelings of
others, respect the dignity of labour,
appreciate those values specified under Nigeria’s broad
national goals and live as good citizens (FGN, 2008).
Chang (2010) describes Chemistry as a core
science subject needed as a pre-requisite to study any
science or technological related discipline such as
medicine, pharmacy, engineering, agriculture and all
other science professions. Chemistry is one of the basic
science subjects needed for sustainable development as
its knowledge is important in the manufacturing of
fertilizer, insecticides, food processing and storage,
management of our natural resources, provision of food
and health facilities as well as favourable living
environment and it provides a natural link between
home and school and the means through which
students understand the world around them and explore
the wider implications of science in relation to man.
55
Josiah Ogbeba & Oluwatosin Victor Ajayi
Despite the importance of Chemistry to mankind and
the efforts of researchers to improve on its teaching and
learning, achievement of students in the subject
remains low in Nigeria. However, the West African
Examination Council (WAEC) Chief Examiners report
(2014/2015) on Chemistry result indicates that students
are weak in some physical Chemistry concepts in the
Senior Secondary School Certificate (SSCE) Chemistry
syllabus such as chemical reactions, Stoichiometry,
ionic equations, redox reactions and ionic theory. This
situation of fluctuation in achievement of students in
Chemistry have affected the education pursuits and
aborted the ambition of many candidates that aspired to
study professional courses. In this regard, Olorunyomi
(2013) noted that demonstration method is popular in
teaching SSCE physical Chemistry concept such as
Stoichiometry. The researcher adds that demonstration
method is teacher-centered as it does not involve the
learners enough participation. The author also added
that most Chemistry teachers adhere strictly to
demonstration method of teaching whereby only the
attention of the learners are invited towards the
activities demonstrated by the teacher and students are
not free to actively participate in such activities
demonstrated by the teacher.
The high rates of failure recorded by students
in private and public schools and colleges in Nigeria
have been a major concern to researchers.
Consequently, the low achievement in Chemistry in
external examinations such as Senior Secondary
Certificate Examination conducted by West Africa
Examination Council and National Examination
Council had been traced to the use of conventional
teaching method that does not put into consideration
the students’ activity in teaching and learning
processes. Chemistry being a core science subject is
expected to serve as a base for scientific and
technological knowledge that will enable the child to
fit into the scientifically and technologically
progressive society. A good number of students that
offer science and science related courses in higher
institutions are expected to pass Chemistry. Despite
this expectation, low achievement in Chemistry by
students appears to have persisted which is often
blamed on poor teaching methods adopted.
Poor method of teaching invariably translates
to students’ poor achievement and inability to retain
and to put into practice what is learnt in reality has
become a hydra-headed problem. In most cases what is
taught in classroom cannot be transferred to real life
situation by students. In this regard, it would be
pertinent that Chemistry teachers should acquire
appropriate methods that could equip them in
understanding principles and concepts for effective
learning outcomes specifically in Stoichiometry. Henry
(2007) describes Stoichiometry as an aspect of
Chemistry that deals with calculations about the
masses, or volume of reactants and products involved
in a chemical reaction. The nation’s quest for science
and technological advancement will become a mirage,
if effective modality is not put in place to incorporate
innovative methods that promote active learning and
considering the importance of chemistry in all round
development, there is needs to make sure that
chemistry is properly taught most especially the
difficult concepts such as stoichiometry using
innovative methods such as hands-on activities.
Tile (2013) describes hands-on activities as a
situation whereby a learner uses his/her hands in
carrying out activities that could enhance his/her
experiences. By implication, concrete activities
experiences are activities which involve doing using
apparatus or objects. These include weighting,
measuring, demonstrating, carrying out
tests/experiments and any other concrete activities that
could enhance students’ learning experience in such
concepts such as Stoichiometry. Abudullai (2013)
describes hands-on activities as a method of teaching
whereby students are engaged actively in class
activities with the use of their hands and intellect under
the guidance of the teacher. Therefore, this study
examined the effect of hands-on activities on
56
ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
achievement and retention of senior secondary
chemistry students in Stoichiometry.
Research Questions
The following research questions were answered
in this study:
1. What is the difference in the mean achievement
scores between students taught Stoichiometry
using hands-on activities and those taught using
demonstration method?
2. What is the difference in the mean retention
scores between students taught Stoichiometry
using hands-on activities and those taught using
demonstration method?
Hypotheses
The following null hypotheses were tested at 0.05
level of significance:
1. There is no significant difference in the mean
achievement scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method.
2. There is no significant difference in the mean
retention scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method.
Methodology
The study used pre-test, post-test quasi
experimental design. The pre-test score constituted the
covariant of the post-test scores. In order to find out if
the knowledge gained was retained, the post-test was
reshuffled and administered as retention test to measure
the subjects on retention. The experimental group was
taught Stoichiometry using hands-on activities in line
with lessons procedure prepared by the researcher
while the control group was taught Stoichiometry using
the demonstration lesson notes.
The study area was zone C of Benue State,
Nigeria. The population of the study comprised all the
8,381 SSII students in the 136 granted aided schools.
292 students were purposively sampled from 8 of the
schools that had some basic facilities and equipment in
their laboratories. One instrument known as
Stoichiometry Achievement Test (SAT) was used to
collect data for this study.
SAT is a researcher made instrument that
contains two sections. Section A contains bio-data
information of the respondents, while section B
contains 30 objective items questions to which
respondents are expected to provide the correct answer
by filling in the gaps. SAT was validated by two
experts from science education from Benue State
University, Makurdi and one other from measurement
and evaluation from University of Agriculture,
Makurdi. Corrections and suggestions arising from
these experts were used to review the instrument before
it was used. Pearson product moment correlation
coefficient was used to obtain the SAT reliability,
which yielded a coefficient value of 0.92. Mean and
Standard Deviation Scores of the collected data were
used to answer the research questions while the null
hypotheses were tested at 0.05 level of significance
using Analysis of Covariance
Results
Presentations in this section are based on research
questions and hypotheses:
Research Question One
What is the difference in the mean
achievement scores between students taught
Stoichiometry using hands-on activities and those
taught using demonstration method? The answer to
research question one is contained on Table 1. Table 1
revealed that, the overall mean difference between the
two groups was 7.76 in favour of the hands-on
activities group. It implies that the hands-on activities
group achieved higher than the demonstration method
group counterpart.
Research Question Two
What is the difference in the mean retention
scores between students taught Stoichiometry using
hands-on activities and those taught using
demonstration method? The answer to research
question two is presented on Table 2. The results on
57
Josiah Ogbeba & Oluwatosin Victor Ajayi
Table 2 revealed that, the overall mean difference
between the two groups was 10.03 in favour of the
hands-on activities group. It implies that the hands-on
activities group had higher retention capacity than the
demonstration method group.
Hypothesis One
There is no significant difference in the mean
achievement scores between students taught
stoichiometry using hands-on activities and those
taught using discussion method. ANCOVA Tests result
on Table 3 reveals that there is a significant difference
between hands-on activities and demonstration
methods of teaching in favour of hands-on activities
F(1,291)=555.374, P(0.0001<0.05). The null
hypothesis is therefore rejected. This implies that
hands-on activities method is significantly more
effective than demonstration method in achievement of
students in Stoichiometry.
Hypothesis Two
There is no significant difference in the mean
retention scores between students taught stoichiometry
using hands-on activities and those taught using
discussion method. ANCOVA Tests result in Table 4
reveals that there is significant difference in the mean
retention scores between the students taught
Stoichiometry using hands-on activities and those
taught with demonstration method in favour of hands-
on activities F(1,291)=117.523, P(0.0001<0.05). The
null hypothesis is therefore rejected. This means that
hands-on activities significantly enhanced students’
retention in Stoichiometry compared with
demonstration method.
Table 1: Mean Achievement and Standard Deviation Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method.
Group N PRE-TEST POST-TEST
 Mean Gain
Hands-on Activities 146 10.79 1.42 24.18 1.86 13.39
Demonstration 146 10.72 1.39 16.35 2.27 5.63
Mean difference 0.07 7.83 7.76
Table 2: Mean Retention and Standard Deviation Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method.
Group N PRE-TEST RETENTION-TEST
  Mean Gain
Hands-on Activities 146 10.79 1.42 24.33 1.77 13.54
Demonstration 146 10.72 1.39 14.23 2.32 3.51
Mean difference 0.07 10.10 10.03
58
ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
Table 3: ANCOVA Tests for Mean Achievement Scores of Students taught Stoichiometry using Hands-on
Activities and Demonstration Method
Source Type III sum  Mean Square F Sig
of square
Corrected model 1700.332a 2 425.083 135.821 .000
Intercept 1792.021 1 1792.021 572.581 .000
Pre-test 297.305 1 297.305 56.184 .000
Method 1634.888 1 1634.888 555.374 .000
Error 901.361 289 3.130
Total 109366.000 292
Corrected Total 2601.693 291
a. R squared = .654 (Adjusted R Squared= .649)
Table 4: ANCOVA Tests for Mean Retention Scores of Students taught Stoichiometry using Hands-on Activities
and Demonstration Method
Source Type III sum  Mean Square F Sig
of square
Corrected model 3668.557a 2 917.139 304.742 .000
Intercept 1694.134 1 1694.134 562.912 .000
Pre-test 202.482 1 202.482 51.825 .000
Method 3536.532 1 3536.532 117.523 .000
Error 866.754 289 3.010
Total 102150.000 292
Corrected Total 4535.311 291
a. R squared = .806 (Adjusted R Squared= .803)
Discussion
The findings of this study revealed that students taught
Stoichiometry using hands-on activities achieved
higher than their counterparts taught using
demonstration method. This implies there is a
significant difference in the mean achievement scores
between students taught stoichiometry using hands-on
activities and those taught using discussion method.
This finding agrees with Martin (2011) and Mishira
and Yadav (2013) who found that students achieved
higher when exposed to hands-on activities than their
counterparts that were exposed to traditional method in
integrated science and elementary science respectively.
59
ICSHER JOURNAL Vol. 2, No. 2 (December, 2016)
The likely explanation for this outcome may be
connected to the fact that the hands-on activities helped
the learner to possess a meaningful in-depth knowledge
of the content area when compared to the
demonstration method.
It was also found that students exposed to
hands-on activities have higher retention capacity than
their counterpart that was exposed to demonstration
method. This implies there is a significant difference in
the mean retention scores between students taught
stoichiometry using hands-on activities and those
taught using discussion method. This finding agrees
with Ali (2012) who found that students have higher
retention capacity when they are actively engaged in
solving problems through hands-on activities than
when they become passive learners as obtained in the
use of traditional method. The likely explanation for
this outcome may also be connected to the fact that the
use of hands-on activities in science teaching orient
students towards reflecting on, interpreting and
searching for solutions to the problems themselves
when compared to the demonstration method.
Therefore, this implies that hands-on activities method
is a function of retention as it serves as a preservative
factor of mind.
Conclusion and Recommendation
It is evident from the findings of this study
that the use of hands-on activities enhanced students’
achievement and retention in Stoichiometry than the
use of demonstration method. Based on the conclusion,
the following recommendations are advised:
Chemistry teacher’s trainee should be trained on
the application of hands-on activities. Serving teachers
should employ the use of hands-on activities in
teaching to enhance students’ achievement and
retention in Stoichiometry. Hands-on activities require
that, there should be standard laboratory and sufficient
instructional materials. Schools should provide good
laboratory, sufficient instructional materials for
students to carry out necessary activities in
Stoichiometry through hands-on activities.
References
Abudullai, A.A. (2013). Teachers’ involvement in the
use of hand-on laboratory methods in
teaching. International Journal of Education,
3(11), 234-237.
Ali, T.N. (2012). Impacts of hands-on activity-based
and discussion methods on students’
achievement in Basic Science. Unpublished
Master dissertation, Adekunle Ajasin
University, Ondo State University.
Archibong, A.U. (2009). The relative effectiveness of
student-centered activity-based approach and
lecture method on the cognitive achievements
of Integrated Science students. Journal of
Science Teachers Association of Nigeria, 32
(1&2). 37-42.
Chang, R. (2010). Fundamental Chemistry, 6th ed.
New York: McGraw Hill.
Eriba, J.O. (2007). Science, Technology and
Mathematics Education as a tool for meeting
the millennium development goals in Nigeria.
Oju Journal of Science, Technology
and Mathematics Education. 1(2), 1-5.
Federal Government of Nigeria (2008). National Policy
on Education. Lagos: NERDC Press.
Henry, K.Y. (2007). Basic Stoichiometry. Retrieved on
from http://www.psycnford.edu/Stoichiometry
Martin, A.A. (2011). Effect of activity-based
teaching method on cognitive
achievement of Integrated Science students
in Akure Local Government area of Ondo
State. Unpublished M.Ed. dissertation, Federal
University of Technology, Akure.
Mishra, S., & Yadav, B. (2013). Effect of activity-
based on students’ achievement in Science at
elementary stage. International Journal of
Basic and Applied Science, 1(4),716-733.
Olorunyomi, A.A. (2013). Effect of experiential
teaching method on students’ achievement in
Chemistry. Unpublished M.Ed dissertation,
Ekiti State University, Ado Ekiti.
Tile, M.T. (2013). Effect of activity-based on
psychomotor skills acquisition of senior
secondary 2 in Biology. Unpublished M.Ed
dissertation, Benue State University, Makurdi
... Chemistry students' academic achievement refers to their educational accomplishment at school, and it is characterized by score or percentage (Ajayi, 2017a). As an indicator, academic achievement is an important milestone for learners; it is the vital goal of learning Chemistry the world over. ...
... On the other hand, one of the roles of instruction to any nation is to produce trained persons with competencies in different fields, and not to consider chemistry to be difficult to teach and study (Dwyer & Childs, 2017;and Mahdi, 2014). The problem of misconceptions and low achievements in Chemistry, have also been highlighted by several researchers, such as Adu-Gyamfi et al. (2020), Ajayi (2017a), Ejidike and Oyelana (2015), Graulich (2015), Hanson (2017), Luoga et al. (2013), Mari andGumel (2014), andO'Dwyer andChilds (2015). ...
Article
Full-text available
Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.
... It is utilized in petrochemical industries, beverage and alcohol processing production [6], [7]. Chemistry being a core science subject at the senior secondary school level of education is expected to serve as a base for scientific and technological knowledge that will enable the child to fit into the scientifically and technologically progressive society [8]. A good number of students who offer science and science related courses in higher institutions are expected to pass Chemistry at credit level and above [9], [10]. ...
... The findings of this study revealed that students taught Organic Chemistry using predict-explain-observe-explain (PEOE) Strategy achieved significantly higher than their counterparts taught using discussion strategy. This is in line with findings that students improved significantly in their achievement in Science and Elementary Basic Science respectively when taught using PEOE strategy compared to those taught using conventional teaching method [8], [11]. In another related study, investigated the effect of predict-observe-explain (POE) on the understandings of grade II chemistry students about gases [10]. ...
Article
Full-text available
The study investigated the effect of organic chemisty pedagogies with Predict-Explain-Observe-Explain (PEOE), Vee Heuristic (VH) and discussion strategies on students’ achievement. The study also investigated the interaction effect of treatments and gender on students’ achievement in Organic Chemistry in Ekiti State, Nigeria. The instrument used for data collection was Organic Chemistry Achievement Test (OCAT). Kuder-Richardson (KR-21) formula was used to test internal consistency of OCAT which yielded a reliability value of 0.94. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria 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 Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students’ achievement [F2, 307=255.284, P<0.05] than discussion strategy. It was also found that there was no significant interaction effect of treatments and gender on the mean achievement [F2, 307 =.085, P>0.050] of students in Organic Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for improving students’ achievement in Organic Chemistry; Chemistry teacher’s trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it. The curriculum developers should use PEOE and VH strategies to develop and refine the Chemistry curriculum in general and Organic Chemistry in particular.
... In line with the above, outdoor science activities has been shown in a number of studies to positively improve student's achievement in various ways (Achor & Amadu, 2015;Ahmed, 2014;Ajaja, 2010;Ogbeba & Ajayi, 2016). This is because it gives students an explicit plan for improving their achievement in science through active engagement in having the first-hand experience in constructing knowledge from resources outside their normal school classroom. ...
... This was as a result of the significant difference as recorded in Table 2, predicated on the fact that outdoor activities expose students to practical experiences which not only reduces abstraction in concept learnt but also stimulates students interest in learning thereby enhancing students subject matter conceptualization. This finding is in agreement with Oloyele and Asaaju (2016); Ogbeba and Ajayi (2016) who observed that outdoor activities significantly improve students' achievement and environmental problem-solving skills. There was also a non-significant difference in the mean achievement scores between male and female students taught science with outdoor science activities. ...
Article
Full-text available
The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.
... Abudullai cited in Ogbeba and Ajayi (2016) describes hands-on activities as a method of teaching whereby students are engaged actively in class activities with the use of their hands and intellect under the guidance of the teacher. Ravishankar and Ladage (2009) describe hands-on activities as a teaching/ learning method is a situation where the learner uses his/her hands in carrying out activities that could enhance manipulative skills which the learner develops naturally. ...
Article
Full-text available
The study examined the effect of hands-on activities on skills acquisition of senior secondary chemistry students in physical chemistry. The study adopted a quasi-experimental design. A sample of 154 students from four purposively selected secondary schools out of a population of 1,643 SS II students from Otukpo Local Government Area of Benue State, Nigeria was used for the study. The experimental group was taught physical chemistry using hands-on activities while the control group was taught using discussion method. Two research questions and two hypotheses guided the study. A validated 25-item Physical Chemistry Skills Acquisition Test (PCSAT) was the instrument used to collect data. Reliability coefficients of 0.83 were established using Kuder-Richardson (KR-21). Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The results indicated that students taught using hands-on activities had significantly higher mean skills acquisition scores than those taught using discussion method F=191.004, P(0.0001<0.05). Male and female student in hands-on activities did not differ significantly in mean skills acquisition scores F=138.172, P(0.071>0.05). It was recommended that teachers should be encouraged to adopt hands-on activities in teaching physical chemistry to enhance students' skills acquisition in physical chemistry.
... Such methods are demonstration, lecture, expository, and discussion methods among others. Studies have shown that these methods have not yielded expected results (Inomesia & Unuero, 2003;Ajayi, 2016). However, research shows that chemistry is generally a difficult subject to students at all levels (O'dwyr, 2012). ...
Article
Full-text available
The study investigated comparative effects of collaborative concept mapping and concept mapping instructional strategies on students' achievement and retention in redox reactions. A sample of 142 students from 4 purposively selected secondary schools out of a population of 4,421 Senior Secondary II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The study adopted quasi experimental research design. The instrument used for data collection was Redox Reactions Achievement Test (RRAT) with the reliability value of 0.83 using Kuder-Richardson (KR-21). Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested using Analysis of Covariance (ANCOVA). The study revealed that students taught redox reactions using Collaborative Concept Mapping Instructional Strategy (CCMIS) had significantly higher mean achievement scores than those taught using Concept Mapping Instructional Strategy (CMIS) [F(1, 141)= 437.438, P<0.05] and students taught redox reactions using CCMIS had significantly higher mean retention scores than those taught using CMIS[F(1, 141)= 204.142, P<0.05]. It was recommended among others that chemistry teacher trainees should be trained on the use of CCMIS and serving teachers should be encouraged to use CCMIS.
Article
Full-text available
This study examined the effect of hands-on activities on pupils' academic performance in Basic Science in Ilorin East Local Government Area, Kwara State. The study adopts a pre-test post-test control group quasi-experimental design due to the suitability in establishing possible cause-effect relationship. The study was limited to four schools and factorial design of 2x2x2 was adopted to test the null hypotheses for this study. The research instrument used for data collection were Instructional Package for Basic Science titled (IPBS) and Basic Science Achievement Test which is specifically titled (BSAT) with reliability index of r=0.87. Data were analyzed using descriptive statistic (frequency count, mean and percentage) for demographic data and inferential statistics (ANCOVA) was used to test the formulated hypotheses which were all tested at 0.05 level of significance. The findings revealed that there was significant main effect of hands-on activities on pupils' academic performance in Basic Science (F (1; 72) = 10.253, P< 0.05). There was significant interaction effect of treatment and school type on pupils'
Presentation
Full-text available
American Psychological Association (APA) Referencing Style
Article
Full-text available
This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.
Presentation
Full-text available
Social function of science as it relate to societal and vice versa. The work focused on science and humanism. Humanism emphasizes the importance of the inner world of the learner and places the individual’s thought, emotions and feelings at the forefront of all human development. The work briefly discussed humanism, humanism movement characteristics of a humanist, humanism and education, humanism and science, humanism and rationalism, humanism and social reformation
Teachers' involvement in the use of hand-on laboratory methods in teaching
  • A A Abudullai
Abudullai, A.A. (2013). Teachers' involvement in the use of hand-on laboratory methods in teaching. International Journal of Education, 3(11), 234-237.
Impacts of hands-on activity-based and discussion methods on students' achievement in Basic Science
  • T N Ali
Ali, T.N. (2012). Impacts of hands-on activity-based and discussion methods on students' achievement in Basic Science. Unpublished Master dissertation, Adekunle Ajasin University, Ondo State University.
The relative effectiveness of student-centered activity-based approach and lecture method on the cognitive achievements of Integrated Science students
  • A U Archibong
Archibong, A.U. (2009). The relative effectiveness of student-centered activity-based approach and lecture method on the cognitive achievements of Integrated Science students. Journal of Science Teachers Association of Nigeria, 32 (1&2). 37-42.
Science, Technology and Mathematics Education as a tool for meeting the millennium development goals in Nigeria
  • J O Eriba
Eriba, J.O. (2007). Science, Technology and Mathematics Education as a tool for meeting the millennium development goals in Nigeria. Oju Journal of Science, Technology and Mathematics Education. 1(2), 1-5.
National Policy on Education
Federal Government of Nigeria (2008). National Policy on Education. Lagos: NERDC Press.
Effect of activity-based teaching method on cognitive achievement of Integrated Science students in Akure Local Government area of Ondo State. Unpublished M
  • K Y Henry
Henry, K.Y. (2007). Basic Stoichiometry. Retrieved on from http://www.psycnford.edu/Stoichiometry Martin, A.A. (2011). Effect of activity-based teaching method on cognitive achievement of Integrated Science students in Akure Local Government area of Ondo State. Unpublished M.Ed. dissertation, Federal University of Technology, Akure.
Effect of activitybased on students' achievement in Science at elementary stage
  • S Mishra
  • B Yadav
Mishra, S., & Yadav, B. (2013). Effect of activitybased on students' achievement in Science at elementary stage. International Journal of Basic and Applied Science, 1(4),716-733.
Effect of experiential teaching method on students' achievement in Chemistry
  • A A Olorunyomi
Olorunyomi, A.A. (2013). Effect of experiential teaching method on students' achievement in Chemistry. Unpublished M.Ed dissertation, Ekiti State University, Ado Ekiti.
Effect of activity-based on psychomotor skills acquisition of senior secondary 2 in Biology
  • M T Tile
Tile, M.T. (2013). Effect of activity-based on psychomotor skills acquisition of senior secondary 2 in Biology. Unpublished M.Ed dissertation, Benue State University, Makurdi