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

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dc.contributor.authorEZENWA, V. I.
dc.date.accessioned2014-03-04T09:14:13Z
dc.date.available2014-03-04T09:14:13Z
dc.date.issued1984
dc.descriptionAN 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.en_US
dc.description.abstractChemistry 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,en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3163
dc.language.isoenen_US
dc.subjectA STUDY,en_US
dc.subjectStudents,en_US
dc.subjectSupplementary,en_US
dc.subjectMathematics,en_US
dc.subjectChemistry.en_US
dc.titleA Study of Students' Performance in Supplementary Mathematics and Various Branches of Chemistryen_US
dc.typeThesisen_US
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