INFLUENCE OF CONCEPTUAL INSTRUCTIONAL METHOD ON STUDENTS’ PERFORMANCE IN, AND ATTITUDE TOWARDS PRACTICAL CHEMISTRY AMONG STUDENTS IN KADUNA STATE, NIGERIA

Simple item page
dc.contributor.authorMUHAMMAD, Binta Asabe
dc.date.accessioned2015-03-30T09:23:44Z
dc.date.available2015-03-30T09:23:44Z
dc.date.issued2014-08
dc.descriptionA DISSERTATION SUBMITTED TO SCHOOL OF POSGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPY (Ph.D) DEGREEE IN SCIENCE EDUATION DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA KADUNA STATE NIGERIA AUGUST, 2014en_US
dc.description.abstractResearches in chemistry education have shown that students’ low performance in practical chemistry was due to lack of in-depth conceptual understanding of chemical concepts behind practical chemistry. It was based on this that, the study investigated the Influence of Conceptual Instructional Method on students’ Performance in, and Attitude towards Practical Chemistry in Zaria Educational Zone, Kaduna State. The target population for the study was 1401 S.S. II Science Students. The subjects in the coeducational schools were pretested and schools that do not differ significantly were chosen for the study. A sample of 100 Students was randomly drawn from two co-educational senior secondary schools, within Zaria educational zone. The subjects were divided in to two groups: The experimental group and the control group of 50 students each. The pretest-posttest quasi-experimental control group design was adapted. The subjects in the experimental group were exposed to Conceptual Instructional Method, while those in the Control group were exposed to the lecture instructional strategy for a period of six weeks. The following instruments were developed and validated for data collection: Chemistry Practical Achievement Test (CPAT) with reliability coefficient of 0.71, Chemistry Practical Performance (CPPT) with reliability coefficient of 0.73 and Chemistry Practical Attitude Inventory (CPAI) with reliability coefficient of 0.79. Six research questions were stated and six null hypotheses were tested. The data collected were subjected to statistical analysis at 0.05 level of significance. t-test statistics was used to test the hypotheses on achievement, performance and gender difference. Mann-Whitney U-test was used to test the subjects change in attitude towards practical chemistry while Pearson product moment correlation coefficient r- statistic was used to test the relationship between academic achievement and practical performance of subjects in the experimental group. The major findings from the study include the following: The Academic Achievement, Practical Performance and Attitude of Subjects Exposed to Conceptual 17 Instructional Method were significantly higher than their counterparts exposed to lecture method of instruction. With reference to gender, there was no significant difference between male and female students academic achievement in the experimental group but, there was a significant difference between male and female students practical performance with the male students performing better than their female counterparts. It was also found that, there was a significant relationship between academic achievement and practical performance of subjects in the experimental group. On the basis of the findings outlined above, it was concluded that, conceptual instructional method enhances senior secondary school students’ academic achievement, practical performance and attitude towards practical chemistry. A number of recommendations were made some of which are as follows: (1) Chemistry teachers should incorporate conceptual instructional method for teaching at senior secondary school level. (2) Curriculum planners should recommend and ensure conceptual instructional method is used for teaching chemistry at senior secondary school.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6337
dc.language.isoenen_US
dc.subjectINFLUENCE,en_US
dc.subjectCONCEPTUAL,en_US
dc.subjectINSTRUCTIONAL METHOD,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectATTITUDE,en_US
dc.subjectPRACTICAL CHEMISTRY,en_US
dc.subjectSTUDENTS,en_US
dc.subjectKADUNA STATE,en_US
dc.subjectNIGERIAen_US
dc.titleINFLUENCE OF CONCEPTUAL INSTRUCTIONAL METHOD ON STUDENTS’ PERFORMANCE IN, AND ATTITUDE TOWARDS PRACTICAL CHEMISTRY AMONG STUDENTS IN KADUNA STATE, NIGERIAen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
INFLUENCE OF CONCEPTUAL INSTRUCTIONAL METHOD ON STUDENTS’ PERFORMANCE IN, AND ATTITUDE TOWARDS PRACTICAL CHEMISTRY AMONG STUDENTS IN KADUNA STATE, NIGERIA.pdf
Size:
6.63 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION