A Study of Students' Performance in Supplementary Mathematics and Various Branches of Chemistry

A Study of Students' Performance in Supplementary Mathematics and Various Branches of Chemistry

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##### Date

1984

##### Authors

EZENWA, V. I.

##### Journal Title

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##### Volume Title

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##### Abstract

Chemistry and Mathematics are the basis of some of the
most revolutional recent developments in our society and in the
everyday lives of young people.
This study was carried out with 32 Part III N.C.E.
chemistry major students of A.T.C. Zaria to find outs
(i) a way of improving the quality of their
understanding of chemical concepts.
(ii) the mathematical skills and concepts required
by students taking chemistry at N.C.E, level,
(iii) the type of mathematics required for different
areas of chemistry,
(iv) how integration could be achieved between the
two courses.
(v) the problems of providing mathematical training
to N,C,E, chemistry students and developing
materials for their own situation.
The need for the three basic areas of chemistry with
mathematics to be arranged and taught in such a way that each
depends to a large extent to the science that proceed it.
The examination scores of students in supplementary
mathematics and the three different areas of chemistry for each
of the three years were collected. In addition tc obtaining the
scores some questionnaires wore developed for both the
chemistry lecturers and Part III major students to got their
reactions on
(vii)
the effectiveness of supplementary mathematics to the
understanding
of chemical concepts.
The study attempted to answer these questions
(i) Is there a justification for the inclusion
of supplementary mathematics into the
chemistry syllabus?
(ii) What mathematical concepts do staff
identify with the different aspects of the
course?
(iii) What mathematical concepts do students
need most for the study of chemistry?
Supplementary mathematics scores in Parts I and II
were correlated with scores in the various areas of
chemistry for different sessions using Pearsons Product
Moment Correlation.
The overall performance was also regressed on the various
areas of Part III chemistry results. The data was analysed at
the 0,05 level of significance.
There was high correlation between supplementary
mathematics I and II scores with all the branches of
chemistry in Parts Is II, III sessional and final scores. The
exception was physical chemistry which did not correlate
v/ith any item.
The trend held was organic Physical Inorganic chemistry
An interesting point indicated was the high
correlation between W.A.S.G. mathematics and only
(vii)
physical chemistry.
The following conclusions were drawn from the study
(i) Students with high supplementary mathematics
scores will in all probability do well in
different areas of chemistry.
W.A.S.C. mathematics is fundamental and forms a
basis for
supplementary mathematics and is not in .any way a
substitute.
(ii) Overall performance of students could be predicted from
the Part III results.
(iii) Supplementary mathematics enhances the study of
chemistry,
(iv) Students who have completed the supplementary
mathematics programme may enter for B.ED or B.Sc.
programme without any fear of an inadequate
mathematics background for the researcher has
identified the essential mathematical skills which
chemistry students need in order to appreciate the
qualitative and quantitative aspect of their chosen
science,
(v) A deep mathematicalknowledge of mathematics is
unnecessary
for students at the studied level, but only, numerical
methods, simple algebra, statistics and elementary
calculus, could be used to handle the kind of
problems emerging in N.C.E. chemistry.
(vii)
(vii) The effective implementation of the revised
supplementary mathematics programme and
recommended suggestion will result in students better
performance, understanding and the removal of most of
students problems.
Some recommendations were made on how to
stimulate effectives
(i) use of the language of mathematics.
(ii) applications of the study to other colleges and science
areas.
(iii) applications of mathematical concepts to be more
relevant to students interest, background and
discipline.
(iv) resolution of problems encountered in
teaching., mathematics to chemistry students.
(v) co-operation between the departments so as to
improve teaching methods.
It is the researcher’s opinion that the revised
supplementary mathematics is very vital to the study of
chemistry. The limitations of this study suggests some areas for
further research,
Chemistry and Mathematics are the basis of some of the
most revolutional recent developments in our society and in the
everyday lives of young people.
This study was carried out with 32 Part III N.C.E.
chemistry major students of A.T.C. Zaria to find outs
(i) a way of improving the quality of their
understanding of chemical concepts.
(ii) the mathematical skills and concepts required
by students taking chemistry at N.C.E, level,
(iii) the type of mathematics required for different
areas of chemistry,
(iv) how integration could be achieved between the
two courses.
(v) the problems of providing mathematical training
to N,C,E, chemistry students and developing
materials for their own situation.
The need for the three basic areas of chemistry with
mathematics to be arranged and taught in such a way that each
depends to a large extent to the science that proceed it.
The examination scores of students in supplementary
mathematics and the three different areas of chemistry for each
of the three years were collected. In addition tc obtaining the
scores some questionnaires wore developed for both the
chemistry lecturers and Part III major students to got their
reactions on
(vii)
the effectiveness of supplementary mathematics to the
understanding
of chemical concepts.
The study attempted to answer these questions
(i) Is there a justification for the inclusion
of supplementary mathematics into the
chemistry syllabus?
(ii) What mathematical concepts do staff
identify with the different aspects of the
course?
(iii) What mathematical concepts do students
need most for the study of chemistry?
Supplementary mathematics scores in Parts I and II
were correlated with scores in the various areas of
chemistry for different sessions using Pearsons Product
Moment Correlation.
The overall performance was also regressed on the various
areas of Part III chemistry results. The data was analysed at
the 0,05 level of significance.
There was high correlation between supplementary
mathematics I and II scores with all the branches of
chemistry in Parts Is II, III sessional and final scores. The
exception was physical chemistry which did not correlate
v/ith any item.
The trend held was organic Physical Inorganic chemistry
An interesting point indicated was the high
correlation between W.A.S.G. mathematics and only
(vii)
physical chemistry.
The following conclusions were drawn from the study
(i) Students with high supplementary mathematics
scores will in all probability do well in
different areas of chemistry.
W.A.S.C. mathematics is fundamental and forms a
basis for
supplementary mathematics and is not in .any way a
substitute.
(ii) Overall performance of students could be predicted from
the Part III results.
(iii) Supplementary mathematics enhances the study of
chemistry,
(iv) Students who have completed the supplementary
mathematics programme may enter for B.ED or B.Sc.
programme without any fear of an inadequate
mathematics background for the researcher has
identified the essential mathematical skills which
chemistry students need in order to appreciate the
qualitative and quantitative aspect of their chosen
science,
(v) A deep mathematicalknowledge of mathematics is
unnecessary
for students at the studied level, but only, numerical
methods, simple algebra, statistics and elementary
calculus, could be used to handle the kind of
problems emerging in N.C.E. chemistry.
(vii)
(vii) The effective implementation of the revised
supplementary mathematics programme and
recommended suggestion will result in students better
performance, understanding and the removal of most of
students problems.
Some recommendations were made on how to
stimulate effectives
(i) use of the language of mathematics.
(ii) applications of the study to other colleges and science
areas.
(iii) applications of mathematical concepts to be more
relevant to students interest, background and
discipline.
(iv) resolution of problems encountered in
teaching., mathematics to chemistry students.
(v) co-operation between the departments so as to
improve teaching methods.
It is the researcher’s opinion that the revised
supplementary mathematics is very vital to the study of
chemistry. The limitations of this study suggests some areas for
further research,
Chemistry and Mathematics are the basis of some of the
most revolutional recent developments in our society and in the
everyday lives of young people.
This study was carried out with 32 Part III N.C.E.
chemistry major students of A.T.C. Zaria to find outs
(i) a way of improving the quality of their
understanding of chemical concepts.
(ii) the mathematical skills and concepts required
by students taking chemistry at N.C.E, level,
(iii) the type of mathematics required for different
areas of chemistry,
(iv) how integration could be achieved between the
two courses.
(v) the problems of providing mathematical training
to N,C,E, chemistry students and developing
materials for their own situation.
The need for the three basic areas of chemistry with
mathematics to be arranged and taught in such a way that each
depends to a large extent to the science that proceed it.
The examination scores of students in supplementary
mathematics and the three different areas of chemistry for each
of the three years were collected. In addition tc obtaining the
scores some questionnaires wore developed for both the
chemistry lecturers and Part III major students to got their
reactions on
(vii)
the effectiveness of supplementary mathematics to the
understanding
of chemical concepts.
The study attempted to answer these questions
(i) Is there a justification for the inclusion
of supplementary mathematics into the
chemistry syllabus?
(ii) What mathematical concepts do staff
identify with the different aspects of the
course?
(iii) What mathematical concepts do students
need most for the study of chemistry?
Supplementary mathematics scores in Parts I and II
were correlated with scores in the various areas of
chemistry for different sessions using Pearsons Product
Moment Correlation.
The overall performance was also regressed on the various
areas of Part III chemistry results. The data was analysed at
the 0,05 level of significance.
There was high correlation between supplementary
mathematics I and II scores with all the branches of
chemistry in Parts Is II, III sessional and final scores. The
exception was physical chemistry which did not correlate
v/ith any item.
The trend held was organic Physical Inorganic chemistry
An interesting point indicated was the high
correlation between W.A.S.G. mathematics and only
physical chemistry.
The following conclusions were drawn from the study
(i) Students with high supplementary mathematics
scores will in all probability do well in
different areas of chemistry.
W.A.S.C. mathematics is fundamental and forms a
basis for
supplementary mathematics and is not in .any way a
substitute.
(ii) Overall performance of students could be predicted from
the Part III results.
(iii) Supplementary mathematics enhances the study of
chemistry,
(iv) Students who have completed the supplementary
mathematics programme may enter for B.ED or B.Sc.
programme without any fear of an inadequate
mathematics background for the researcher has
identified the essential mathematical skills which
chemistry students need in order to appreciate the
qualitative and quantitative aspect of their chosen
science,
(v) A deep mathematicalknowledge of mathematics is
unnecessary
for students at the studied level, but only, numerical
methods, simple algebra, statistics and elementary
calculus, could be used to handle the kind of
problems emerging in N.C.E. chemistry.
(vii) The effective implementation of the revised
supplementary mathematics programme and
recommended suggestion will result in students better
performance, understanding and the removal of most of
students problems.
Some recommendations were made on how to
stimulate effectives
(i) use of the language of mathematics.
(ii) applications of the study to other colleges and science
areas.
(iii) applications of mathematical concepts to be more
relevant to students interest, background and
discipline.
(iv) resolution of problems encountered in
teaching., mathematics to chemistry students.
(v) co-operation between the departments so as to
improve teaching methods.
It is the researcher’s opinion that the revised
supplementary mathematics is very vital to the study of
chemistry. The limitations of this study suggests some areas for
further research,

##### Description

AN INDEPENDENT STUDY SUBMITTED IN PARTIAL
FULFILLMENTS OF THE REQUIREEMETS FOR THE AWARD OF
MASTER OF EDUCATION IN SCIENCE EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA
1984.

##### Keywords

A STUDY,, Students,, Supplementary,, Mathematics,, Chemistry.