IMPACT OF 5Es LEARNING MODEL ON QUESTIONING STYLE PREFERENCE AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL CHEMISTRY STUDENTS, KATSINA METROPOLIS, NIGERIA

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dc.contributor.authorUMAHABA, Ematum Ramatu
dc.date.accessioned2017-05-17T08:11:54Z
dc.date.available2017-05-17T08:11:54Z
dc.date.issued2016-06
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POST GRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF MASTERS DEGREE IN SCIENCE EDUCATION. DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Impact of 5Es Learning Cycle Model on Questioning Style Performance and Academic Performance among Senior Secondary School II Chemistry students. A Quasi-experimental pretest and posttest research design was used for the study which featured two groups (Experimental and Control group). The experimental group was exposed to 5Es learning cycle model while the control group was taught using lecture method. Sample sizes of 164 students selected from two secondary school in Katsina Metropolis were used as the study sample, drawn from a population of 10 schools with a total of 753 students. The two schools randomly selected, were selected after matching them, to find their equivalent academically. The Instrument developed; Chemistry Performance Test (CPT) with a reliability coefficient of 0.82 was used to collect data for pretest, posttest and gender equivalent used to test three null hypotheses. The data collected were analyzed using t-test Statistic, ANOVA, ANCOVA and Scheffe‟s test at significance level of P≤0.05. Result indicated that; (i) the experimental group performed significantly better than the control group in their academic performance after undergoing the experimental treatment with 5Es learning model as t-cal 5.04 was greater than t-crit 1.96, showing there is a significant difference. (ii) the model was found to have enhanced the experimental group students‟ ability to answer more difficult questions (that is their questioning style preference) as there was a significant attempt of students for high level questions after treatment with 5Es model. (iii) The treatment has no significant effect on gender which implied that the model is gender friendly. Based on these findings, it was recommended that; (i) Chemistry teachers should incorporate 5Es learning model into the main stream of pedagogy in the teaching of Chemistry at Senior Secondary School level as it seems to have high potentials for enhancing high order thinking skills, understanding and achievements on the part of the learners. (ii) There is also a need for training and retraining of science teachers towards effective use of 5Es learning model in the teaching of Chemistry at SSS level as it promotes high order thinking.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8993
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subject5Es LEARNING MODEL,en_US
dc.subjectQUESTIONING STYLE PREFERENCE,en_US
dc.subjectACADEMIC PERFORMANCE,en_US
dc.subjectSECONDARY SCHOOL CHEMISTRY STUDENTS,en_US
dc.subjectKATSINA METROPOLIS,en_US
dc.subjectNIGERIA,en_US
dc.titleIMPACT OF 5Es LEARNING MODEL ON QUESTIONING STYLE PREFERENCE AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL CHEMISTRY STUDENTS, KATSINA METROPOLIS, NIGERIAen_US
dc.typeThesisen_US
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