Supplemental instruction in chemistry (original) (raw)
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Journal of Education, Society and Behavioural Science, 2018
This work was carried out in collaboration between all authors. Author IAG designed the study, conducted the experiment. Author AMO read the manuscript, guided the conduct of the study and made necessary technical corrections in the entire study. Author NAC did the data analysis, author PPO did the data collection and collation while author EF did the literature.
NOUN Journal of Education Vol.4, 2017
This study investigated the effects of two modes of peer tutoring instructional strategies on senior secondary school students' acquistion of practical skills in Chemistry practical. The moderating effects of prerequisite and attitude were also investigated. The study adopted pre-test and post-test, control group quasi experimntal design usig a 3x2x2 factorial matrix. Two hundred and ninety senior secondary school II Chemistry students from intact classes from six purposively selected secondary schools in Ibadan metropolis participated in the study. The students were randomly assigned to experimental 1 and II and control group. Experimental group I and II were exposed to Peer-led Guided Inquiry (PLGI) and Classwide Peer Tutoring (CWPT) respectively, while control group was exposed to conventional teaching strategy. Five instruments were developed, validated and used for data collection. Analysis of Covariance (ANCOVA) and Scheffé post-hoc analysis were the statistic used for the analysis. Findings showed that the intervention had significant main effect on students' acqusition of practical skills (F (2, 271) 2 = 0.40). The effects of prerequisite knowledge in Chemistryon practical skills (F (2, 271) 2 = 0.32) was significant. PLGI and CWPT instructional strategies enhanced students' acquisition of practical skills in chemistry practical. Therefore, Chemistry teachers should be trained on the use of these two strategies for the teaching of Chemistry practical while curriculum developers should popularise the strategies by including them in the list of recommended instructional strategies in Senior Secondary School Chemistry curriculum.
Chemistry offers students with chemical literacy, practical skills and scientific attitude which, over the years, have suffered setbacks and attendant poor student performance due to ineffective teaching. This study determined the effects of classwide peer tutoring (CWPT) instructional strategy on students' concept attainment and achievement in practical Chemistry. It adopted the pretest, posttest control group quasi-experimental design and sampled 205 SS2 Chemistry students in four senior secondary schools purposively selected from Ibadan, Nigeria. Four research instruments: Operational Guide for CWPT; Operational Guide for Conventional Instruction; Chemistry Concept Attainment Test (r=0.81) and Achievement Test in Chemistry (r=0.85) were developed and used. The study lasted eight weeks and Analysis of Covariance was used to analyse data. Findings revealed that there are significant effects of treatment on students' concept attainment and achievement in practical Chemistry in favour of the experimental group. It was, therefore, recommended that the CWPT should be adopted for teaching both the theoretical and practical aspects of Chemistry in secondary schools for improved student performance.
Impact of Supplemental Instruction in Entry-Level Chemistry Courses at a Midsized Public University
Journal of Chemical Education, 2011
This paper examines the impact of supplemental instruction (SI)nonremedial workshops that support regularly scheduled courseson four different chemistry courses: General Chemistry I and II, and Organic Chemistry I and II. Differences in how SI impacts student performance in these courses are discussed, particularly in terms of whether students from underrepresented minority groups are affected differently from their peers. We found that SI appears to be most effective in courses at the beginning of the chemistry sequence and least effective in those in which students have already had to demonstrate effectiveness with the material in order to succeed in the course; its impact on performance in General Chemistry I appears to be quite high compared to a negligible impact in Organic Chemistry II. Impacts appear to be due to SI itself rather than the academic fitness of the students who opt to enroll in it. In the four courses examined, SI did not appear to have a different impact on students from underrepresented minority groups than it did on their peers.
New Visions in Science and Technology, , 2021
The study looked at the effects of peer tutoring and think-pair-share instructional strategies on students' academic performance in Chemistry. Also it compared the efficacy of peer tutoring and think-pair-share strategies on improving students' attitudes toward Chemistry. These were done in order to highlight which teaching strategies can improve students' academic performance in Chemistry. A non-equivalent pre-test, post-test control group experimental research design was used in this work. All public senior secondary class one (SS 1) science students in Osogbo were included in the study. Olorunda Local Government was chosen using a basic random selection procedure out of the two local government areas in Osogbo. Three senior secondary schools in the Local Government Area were chosen, and one intact class from each of the schools was chosen using a simple random sample procedure. A total of 113 participants were included in the study (38, 37 and 38 from each of the three schools). Using a simple random sampling technique, the schools were divided into three groups (Peer Tutoring, Think-Pair-Share, and Teacher Expository). The data for the study was collected using two instruments: Chemistry Achievement Test (CAT) and the Questionnaire on Attitudes of Students towards Chemistry (QASTC). Analysis of Covariance(ANCOVA) was used to examine the data collected. The results revealed that students exposed to peer tutoring, think-pairshare instructional strategies and those exposed to instructor expository teaching strategies performed notably different (F= 28.970; p< 0.05). The findings also revealed that when students were exposed to peer tutoring and think-pair-share, there was no significant difference in their attitudes about Chemistry(F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had the greatest impact on student academic achievement when compared to the Peer Tutoring Teaching Strategy (PTTS) and the Teacher Expository Teaching Strategy (TETS). When compared to PTTS, students exposed to TPSTS exhibited a mean difference of 1.8904 and a mean difference of 4.1287 when compared to TETS. According to the findings, think-pair-share was a better teaching approach for enhancing students' academic performance in Chemistry than peer tutoring and teacher expository teaching strategies.
The role of Chemistry as a science subject in the Senior Secondary School curriculum transverses both the school and national landscapes. Ranging from inculcation of scientific knowledge, processes and practical skills to production of goods and basic needs for the human community, the subject also serves as a pre-requisite to the study of science and mathematics-related disciplines in the tertiary level of education. Nigerian students' performance and practical skills in the subject have, however, continued to be poor judging by the results of the West African School Certificate Examinations in the last ten years. This has been traced to the implementation of practical work and students' poor performance in the practical aspect of the examinations. Against the background of the individualistic laboratory mode used in most schools, this study conceptualized that the principles of peer-tutoring, which involves students leading their peers in the learning process could be helpful. The study, therefore, determined the effect of Peer-led Guided Inquiry (PLGI) Instructional strategy on students' performance and practical skills in Chemistry. The pretest, posttest control group quasi-experimental design was adopted. One hundred and ninety-one Senior Secondary School students from intact classes randomly selected from six schools in Ibadan metropolis participated in the study which lasted eight weeks. The Operational Guides for Peer-Led Guided Inquiry Strategy and the Conventional Practical Lesson as well as Chemistry Practical Test (r=.85) and Chemistry Practical Skills Rating Scale (r=.84) were used. Data collected were analysed using Analysis of Covariance at p<.05. Findings showed that the experimental group performed better than the control group in achievement (PLGI=28.17; control=22.72) and practical skills (PLGI=52.18; control=47.11). The PLGI instruction was, therefore, recommended for the teaching of Chemistry and inculcation of practical skills to secondary school Chemistry students.
Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class
Journal of Chemical Education, 2001
This study explores aspects of the development of an activity based on informal collaboration that is suitable for use in a large-group lecture situation and its effect on the academic performance of a selected group of 36 at-risk students. The targeted students were split into two groups. One group (n = 17) attended a large chemistry lecture class (n = 210) and the other (n = 19) attended a small class whose enrollment was restricted to the at-risk student population in this study. The course has no laboratory component and was designed for nonscience majors and students with a minimal background in chemistry who wish to continue a course of study in a science or science-related field. There are no prerequisites for this course.
Facilitating problem solving in high school chemistry
Journal of Research in Science Teaching, 1983
This paper reported the results of a study designed to determine whether cert7sin instructional strategies are superior to others in teaching problem solving to high school chemistry students. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. Strategies
Journal of global research in education and social science, 2020
The study examined the effects of peer tutoring and think-pair-share instructional strategies in improving students' academic performance in Chemistry. It also compared the effects of peer tutoring and think-pair-share strategies in improving students' attitude towards Chemistry. These were with a view to highlighting which of the teaching strategies that can improve students' academic performance in Chemistry. The study adopted a non-equivalent pre-test, post-test control group experimental research design. The population for the study consisted of all public senior secondary class one (SS 1) science students in Osogbo. Out of the two local government areas in Osogbo, Olorunda Local Government was selected using simple random sampling technique. Three senior secondary schools were selected in the Local Government Area and one intact class was selected from each of the schools using simple random sampling technique. The total sample size was 113 (38, 37 and 38 from each of the three schools). The schools were randomly assigned to three groups (Peer Tutoring, Think-Pair-Share and Teacher Expository) using simple random sampling technique. Two instruments, the Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC) were used to collect data for the study. Data collected were analysed using Analysis of Covariance (ANCOVA).The results showed that, there was a significant difference in the performance of students exposed to peer tutoring, think-pair-share instructional strategies and those exposed to teacher expository teaching strategy (F= 28.970; p< 0.05). The results also indicated that, there was no significant difference in the attitude of students towards Chemistry when exposed to peer tutoring and think-pair-share (F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had best significant effect on student academic performance than Peer Tutoring Teaching Strategy (PTTS) and Teacher Expository Teaching Strategy (TETS). Students exposed to TPSTS had a mean difference of 1.8904 when compared with PTTS and 4.1287 mean difference when compared with TETS. The study concluded that think-pair-share was a better teaching strategy in improving students' academic performance in Chemistry than peer tutoring teaching strategy and the teacher expository teaching strategy respectively.