EFFECTS OF VEE HEURISTIC AND CONCEPT MAPPING ON STUDENTS’ INTEREST AND ACADEMIC ACHIEVEMENT IN CHEMISTRY IN AKWA IBOM STATE

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ABSTRACT

This study examined the effects of vee and concept mappings on students’ interest and achievement in Chemistry in Akwa Ibom State. The study was guided by six specific objectives. Six research questions were developed and answered and six null hypotheses formulated and tested for the study. The design of the study was a pre-test -post-test Quasi-experimental research design that involves two experimental groups and one control group. The study was carried out in Akwa Ibom State. The population of the study was all the 3825 SSII chemistry students from the 242 state owned secondary schools in Akwa Ibom State in 2019/2020 session.  A sample size of One hundred and ninety (190) SS11 chemistry students were drawn from three secondary schools used as the sample size for the study. The three secondary schools were drawn out from 242 secondary schools that made up the population of study using purposive sampling technique. The two instruments used for this study is Chemistry Achievement Test (CAT) which was adapted from WAEC past questions. The CAT contains 50 multiple choice test items, each containing options A-D, from which the students chose the correct answer and Chemistry Interest Scale (CIS) was developed by the researcher which consists of section A and B. Section A seeks demographic information of the respondents while Section B sought information on students’ interest in Chemistry. Face validation of the instruments was established by three experts, one expert in Chemistry Education, and two experts in Measurement and Evaluation, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument for the study was determined by subjecting the validated instrument to split-half method in which the test was administered to SSII students on 50 senior secondary one SS1 students that were not part of the sample. The data collected was analysed using Spearman's Rank Correlation Coefficient which yielded a correlation coefficient of 0.72The researcher and chemistry teachers research assistants administered the pre-test, post-test and delayed post-test to the students. The data collected through the administration of the instruments were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance.  The results revealed that students taught using the vee and concepts mapping instructional strategies performed extremely better than students taught with lecture method, that there was a significant difference between mean achievement scores of students taught chemistry using vee mapping, concept mapping and lecture method. That students taught Chemistry using vee and concept mapping teaching strategy in experimental groups had more interest in Chemistry than the students taught Chemistry using lecture method, that there was a significant difference between mean interest scores of students taught Chemistry using vee mapping, concept mapping and lecture method. Based on the findings, it was thus, recommended among others that vee mapping teaching strategy should be used more with concept mapping in teaching Chemistry lessons in the classroom.





TABLE OF CONTENTS

Cover page                                                                                                                

Title page                                                                                                                     i

Declaration                                                                                                                    ii

Certification                                                                                                                  iii

Dedication                                                                                                                    iv

Acknowledgements                                                                                                      v

Table of Contents                                                                                                       vii

List of Tables                                                                                                                ix

Abstract                                                                                                                        x                                                                                                                                    

CHAPTER 1: INTRODUCTION                                                                                

1.1 Background of the Study.                                                                                                   1

1.2 Statement of the Problem                                                                                       10

1.3 Purpose of the Study                                                                                              11

1.4 Research Questions                                                                                                 12

1.5 Hypotheses                                                                                                             13

1.6 Significance of the Study.                                                                                                  13

1.7 Scope of the Study                                                                                                 15

 

CHAPTER 2: REVIEW OF RELATED LITERATURE                                                                                                            

2.1 Conceptual Framework                                                                                          16

2.1.1 Overview of Chemistry in Nigeria                                                                      16

2.1.2 Concept Mapping                                                                                                17

2.1.3 Vee Mapping                                                                           26                                                                    

2.1.4. Vee and Concept Mapping Strategy                                                                  29

2.1.5 Concept of Interest and Achievement                                                                 32

2.1.6 Concept of gender and Achievement                                                                  36

2.1.7 Instructional Strategies for teaching Chemistry                                                  39

2.2      Theoretical Framework                                                       41

2.2.1        Constructivist Theory by Jerome Bruner (1970)                     42

2.2.2        Cognitive Learning Theory by Jerome Bruner (1982)                43

2.2.3        Gagne Cognitive Learning Theory (1973)                  44                 

2.3      Empirical Studies                                                                   45

2.4       Summary of Literature Review                                             52

CHAPTER 3: METHODOLOGY                                               

3.1 Design of the Study                                                                 54

3.2   Area of the Study                                                                   55

3.3 Population of the Study                                                             56

3.4 Sample and Sampling Techniques                                     56

3.5 Instrument for Data Collection                                                     57

3.6 Validation of the Instrument                                                     58

3.7 Reliability of the Instrument                                                59

3.8 Method of Data Collection                                                                     59

3.9   Experimental Procedure                                                        59

3.9.1 Training of Research Assistants                                               60

3.9.2 Experimental Control                                                      60

3.9.3 Effect of Pretest on Posttest                                                  62

3.10 Method of Data Analysis                                                       62

 

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Results                                                                                                                    63

4.2 Major Findings of the Study                                                                                   75

4.3 Discussion of Findings                                                                                           77

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS         

5.1     Summary of the Study                                                                                         82

5.2     Conclusion                                                                                                           84

5.3     Recommendations                                                                                               86

5.4     Educational Implications of the Study                                                               87

5.5     Limitations of the Study                                                                                      88

5.6  Suggestion for Further Study                                                   88

 

 REFERENCES                                                                                    89

 APPENDICES                                                                     98

 



 

LIST OF TABLES


4.1:  Mean achievement scores of students taught chemistry using vee mapping concept mapping and lecture method                       63

 

4.2: Analysis of Covariance (ANCOVA) for the Mean Achievement Score of students taught chemistry Using Vee Mapping, Concept Mapping and Lecture Method               64

4.2b: Post Hoc Test Multiple Comparison of the Difference in Achievement among the groups                                                                                                                 65

 

4.3: Mean Achievement Scores of Male and Female Students Taught Chemistry Using Vee Mapping Teaching Strategy                        66

 

4.4: Analysis of Covariance on the Mean Achievement Scores of Male and Female Students Taught Chemistry Using Vee Mapping                         67

 

4.5:  Mean Achievement Scores of Male and Female Students Taught Chemistry Using Concept Mapping Teaching Strategy                    68

 

4.6:  Analysis of Covariance on the Mean Achievement Scores of Male and Female Students Taught Chemistry Using Concept Mapping Teaching Strategy          69

 

4.7    Mean interest scores of students taught Chemistry Using Vee Mapping, Concept Mapping and Lecture Method                               70

 

4.8    Analysis of Covariance (ANCOVA) for the Mean Interest Scores of Students taught Chemistry using Vee Mapping, Concept Mapping and Lecture Method 71

 

4.8b: Post Hoc Test Multiple Comparison of the Difference in Retention among the groups                                  72

 

4.9     Differences in the Mean Interest Scores of Male and Female Students Taught Chemistry Using Vee Mapping Teaching Strategy         73

 

4.10    Analysis of Covariance (ANCOVA) for the Mean Interest Scores of Male and Female Students Taught Chemistry Using Vee Mapping      74

 

4.11    Mean Differences in the Mean Interest Scores of Male and Female Students Taught Chemistry Using Concept Mapping Teaching Strategy     75

 

4.12:  Analysis of Covariance (ANCOVA) for the Mean Interest Scores of Male and Female Students Taught Chemistry Using Concept Mapping     76

 

 

 

 

 

                       




CHAPTER 1

INTRODUCTION


         1.1 BACKGROUND TO THE STUDY

Science education is the foundation of sustainable devolvement as it protects human societies from ignorance, illiteracy, disease and poverty. Chemistry is one of the most important subjects in science education.

Chemistry is one of the core science subject taught at senior secondary schools level (SSS) in Nigeria. It is a science subject which deals with the study of the structure and composition of matter Adejoba, Akinyemi, Adu, Olaobaju & Abuyomi, (2002) explains that Chemistry is one of the three main branches of pure science that deals with the composition, properties and uses of matter. Operationally, Chemistry is the study of matter, its structure, composition, transformation, uses and energy consequences of its behaviors (Njoku, 2010). Chemistry is also one of the basic sciences (Biology, Chemistry, and Physics) that are essentially needed for a nation’s technological development (Njoku, as cited in Akwali, 2014). This is because many materials that are used in the society today are inventions resulting from practical works in Chemistry. There is hardly a branch of national economy which does not make use of the physical Chemistry techniques (Abe, 2003). For instance, Chemical analysis is important in controlling quality of raw materials, intermediate and finished products. Therefore, Chemistry as a subject offered at senior secondary school in Nigeria takes a central position in science and technology. It is a subject that studies the structure, interactions, transformations and the energy consequences of matter.

The objectives of Chemistry curriculum at the senior secondary school level include: to show Chemistry and its link with industries, everyday life benefits and hazards, and to provide a course which is complete for individuals not proceeding to higher education  (Federal Ministry of Education FME, 2007). Therefore, Chemistry is necessary to develop both the individual and the entire society. It is a necessary prerequisite and integral part of such professions as Medicine, Pharmacy, Dentistry, Home Economics, Food Science, Engineering to mention but a few. Chemistry education is required to meet up with increase in demand for science and technology by private and government establishments. Without effective Chemistry education, our nation will likely remain impoverished.

This is because the natural resources which abound in Nigeria need to be harnessed, processed and converted to needed products for optimum use. Our solid minerals such as coal, columbite, tin, iron ore, kaolin, lime stone, gold, uranium and agricultural produce like animal hides and skins, rubber, palm produce, groundnut, cassava and so on are underutilized (Adara, 2013). Chemistry education would be very essential for more effective utilization of these resources. Chemistry is one of the subjects offered at senior secondary school which is optional at this level. It is a common practice at senior secondary school level to advice students to choose their career subjects. Students choose chemistry due to interest and career prospects.

These among others, are the reasons Federal Ministry of Education gave it a place as a core subject and non-vocational electives (FME,2007). However, as important as Chemistry is, science educators have been lamenting over the poor achievement and interest of students in the subject in our senior secondary schools for the past decades (Mari, 2012; Njoku, 2012). Despite all the importance attached to chemistry as a key science subject, student’s achievement in the subject has been unimpressively poor over the years. For instance, students’ percentage pass with credit and above in external examination like West African Senior School Certificate Exam (WASSCE) in the years 2014, 2015, 2016, 2017 were 23%, 31%, 22.94% and 38.98% respectively (WAEC Annual Reports form 2014 – 2017).

Many factors have been attributed to the observed poor performance and lack of interest in Chemistry by students. Some of these factors include teaching method used by Chemistry teachers, difficult nature of the topics/concepts, lack of equipment and instructional materials and so on (Ali, 2018; Adara, 2013). Students’ poor performance and interest in Chemistry for quite a long time now has resulted to inadequate number of students offering Chemistry oriented courses in tertiary educational institutions in Nigeria (Nzewi, 2010). The persistent poor performance might have also contributed to poor economy, poor industrialization, these might lead to lack of job, starvation, high maternal and infant mortality rate, spread of disease and sickness, environmental unfriendliness, lack of peace to mention but a few, because most of the materials that are used in the society are resources resulting from the practical/analytical work in chemistry. Owing to the poor achievement of these students, they will be found wanting in producing these resources in the industries, society and everyday life.  Professionals required to take care of those problems can only be effectively produced through Chemistry education (Ukwungwu, 2010).

The West African Examination Council Chief Examiner’s reports (2015-2017) have also consistently highlighted some of the difficult concepts/ topics the candidates performed poorly as to include: collision theory, rate of chemical reaction, factors affecting rates of chemical reaction, rate constant and rate laws. electrolysis, chemical equilibrium, mole and mole ratio, geometric isomerism, balancing chemical equations, IUPAC nomenclature, structure of organic compounds, Gay Lussac’s law and solubility. The report also goes further to enumerate candidates’ weakness as poor language expressions, inability to adhere to instructions, poor interpretation of questions, inability to tackle numerical questions, poor definitions, omission/wrong units, inability to write balanced equations, use of formulae instead of names, poor drawing skills, inability to read and interpret graph, inability to draw sensible inference from recorded observations. Kozma and Russell (2014) also confirm that the concept of chemical equilibrium is very difficult to understand. Adesoji (2008) discovered that the students perceived thirteen out of twenty (65%) topics in Chemistry as difficult.

 The topics perceived to be difficult by students according to the study are: reaction time and rate, collision theory, gaseous state and gaseous laws, organic chemistry, structure and energy level of atom, qualitative analysis, quantitative analysis, rate of chemical reaction, chemical equation, non-metals and their compounds, thermochemistry, nuclear chemistry, and astronomical chemistry. Ali (2018) opines that the most important factor for effective learning to take place in science is an interesting instructional approach used. Njoku (2019) maintains that teachers are always under intense pressure to cover the curriculum and get students ready for external examinations. This makes teaching of Chemistry inadequate as special approach needed for the teaching of difficult chemistry concepts are often over looked. Learners therefore find the subject irrelevant to their daily experience and survival needs in their sociocultural and economic environment. Agbi (2006) also attributes students’ poor performances in Chemistry to poor instructional approaches involving excessive teacher-talk, copying of notes, rote learning as encouraged by lecture method of instruction. Poor instructional approach is therefore recognized as a major contributor to poor achievement in Chemistry. Okebukola (2012) suggest a shift and going beyond the conventional approaches of teaching Science Technology and Mathematics (STM), for better performance and interest in STM education in our primary and secondary schools. Adesoji (2008) reported that shifting and going beyond the conventional teaching approaches implies adopting the innovative approaches to teaching and learning of which Vee-mapping is among.

Vee-mapping is one way of making laboratory work more meaningful, it helps learners understand how new knowledge is attained in an experimental situation. Vee-maps concentrate students' attention on the focus question, the event to be observed, and direct students to interpret results in terms of their prior knowledge. This process assists students to obtain on overall view of the laboratory exercise and to see how theory is linked to experimental work (Chauhan, 2009). Vee mapping is a teaching approach where students use a V-shaped map to represent key elements (ideas) that are contained in the structure of knowledge. The key elements usually referred to as the Vee heuristics form the point of focus in knowledge creation in the objects or events that learners observe (Gowin as cited in Chauhan, 2009). The Vee map has two sides. The left hand side represents the theory and is referred to as the conceptual side. It outlines the philosophy, theories, principles and concepts that guide learners in selecting or constructing objects or events to be observed in the learning process. The right hand side represents the methodology, often referred to as methodological side which highlights the knowledge and value claims as well as data recording and transforming procedures. Placed in the middle of the Vee map is the focus question and events or objects to be observed in the learning process (Chauhan, 2009).

The central idea in using a vee map is that every element shown is interdependent with every other element on the vee. The fundamental assumption is that knowledge is not absolute, but rather it is dependent upon the concepts, theories and methodologies by which we view the world. This assumption is supported by several views of epistemology. Vee maps foster interplay between conceptual and methodological elements and the resultant knowledge or value claims. The knowledge claims are integrated into an individual’s cognitive meaning frameworks. Novak (as cited in Okolocha & Onyeneke, 2013) and his team carried out a study on the use of vee mapping in learning Chemistry at high school level. The study was done simultaneously with that of concept mapping. The findings of the study revealed that most students were relatively successful in using the vee maps and that performance improved. This can be attributed to the fact that vee-mapping helps the students to sort out events or objects under study, key questions being addressed, major claims derived from the records or transformed records and the consistency between concepts, principles, records, events or objects and the stated claims.

On the other hand; a concept map is a diagram showing relationships between concepts, connected with labelled arrows, in a downward-branching hierarchical structure. A concept map presents the relationships among a set of connected concepts and ideas. The relationship between concepts is articulated in linking phrases like: “give rise to”, “results in”, “is required by,” or “contributes to”, (Novak as cited in Gowin, 2016). The technique of concept mapping was developed by Novak at Cornell University in the 2000s, as a way to improve science teaching and learning through a more innovative teaching strategy. Concept mapping teaching strategy (CMTS) as stated by Cherry-Bell (2003) is a constructive and classification graphic organizer of ideas which use the cortical skills to unlock the brain potentials. Hence, it is a powerful graphic organizer of ideas, which provides a universal key to unlock the potentials of individuals brains, in that it harnesses the full range of cortical skills, words, images, numbers, logic, colour and spatial awareness in a single uniquely powerful manner. In doing so it gives the learner freedom to roam the infinite expenses of his or her brain storming activities. Both vee and concept mapping teaching strategies are students centered and should be upheld for more effective learning to take place. Researchers have found in different occasions that vee and concept mapping teaching strategy effectively solve instructional problems (Chukwura, 2002). Pankratius, Udeani, Markor and Loaning (as cited in Cullen, (2010) have reported that concept mapping strategy has become a viable educational tool/medium that can help teachers become more effective, fosters curriculum development and promotes students Achievement and interest in Chemistry.

Achievement and interest in Chemistry may be influenced by gender. Gender is defined as a socially ascribed attributes which differentiates feminine from masculine (Okeke, 2017). Gender disparity in education is a worldwide phenomenon. The issue of closing gender gap in technical subjects, sciences, mathematics and vocational subjects has remained elusive.

Some parents perceive that some subjects are meant for one particular gender. Adara (2013) stated that female students rarely enroll into technical and science related courses as a result of teachers teaching methods which change their interests and their achievements. However, Okeke (2017) asserted that the consequences of gender stereotyping cut across social, economic, political and educational development especially in the area of science and technology. Nwosu (2011) on a study on gender and achievement have indicated that male students perform slightly better than female counterparts in science related tasks. Nwosu opined that even though male student may perform slightly better than female cognitive ability, type of exposure among other factors may relate more strongly on achievement level in science than gender. However, both interest and achievement in both genders may be enhanced by use of appropriate teaching strategy. Since Chemistry plays a vital role in technological advancement and is also one of the core and basic science subjects taught in schools, both gender should have equal opportunity to learn and to achieve in Chemistry.

However; some studies reported that there is no significant difference between the male and females in academic achievement (Deighton, 2001). Anaekwe (2017) found out that there was significant difference in the mean achievement scores of male and female student in chemistry in favour of the male students; similarly Ifeakor (2015) found out that there are significant differences in the mean achievement scores of male and females in favour of the males. Nwogu (2015) found out that gender sensitization instructional approach is more effective in the achievement and interest of students in basic science than the conventional instructional approach. Rivgo (2000) reports exposing female students to small group cooperative interaction learning style makes them attain high cognitive achievement in chemistry. This is in line with Nzewi (2010) who is of the opinion that females prefer cooperatives environment for optimal performance to competitive environment. While comparing male and female student in performance in science, Njoku (2012

) states that male students always dominate learning activities in co-educational schools when the instructional strategy adopted is competitive. These researchers used different strategies in teaching secondary school chemistry and found significant differential gender influence in the study. Therefore, research findings have shown contradictory evidence in achievement of students in gender groups in chemistry. This is suggestive of the fact that with learning methods and strategies such as vee and concept mapping teaching strategies differently gender could equally have effects on students’ academic achievement. Adara (2013) opined that the role of the Chemistry teacher as a facilitator of learning is to encourage active participation of the students, also ensures that they are focused in what they are learning for proper acquisition. This will help their improvement in the knowledge of theory and of practical and will also stimulate their interest to achieve meaningful learning and greater academic achievement.

Interest is a subjective feeling of intentness or curiosity over something (Adara, 2013). It is the preference for particular type of activities, thus, the tendencies to look out for and participate in certain activities. According to Chungchiel & Newman (2008), students’ interest in Chemistry is jeopardized by the teachers’ authoritarian and introverted styles. These styles reduce all Chemistry to a series of formula and equations written on the chalkboard which make little or no meaning to the students. So, Chungchiel and Newman (2008) advocated the use of self-learning devices as a way of getting students interested in Chemistry. There is need therefore to teach Chemistry in an inspiring manner in order to achieve meaningful learning. Interest is an important variable in learning because when one becomes interested in an activity; one is likely to be deeply involved and inspired to learn.

Achievement is a term used to indicate the degree of success attained in some general or specific areas. In the context of this study, academic achievement refers to the extent to which students have achieved mastery of the objectives of the subjects they are exposed to in school. Obodo (2010) also defined achievement as the extent or degree of attainment of students in tasks, courses, or programs to which they were sufficiently exposed. Baird (2009) asserted that achievement is quantified by a measure of the student’s academic standing in relation to those of other students of his age. Students’ achievement connotes performance in school subject as symbolized by a score or mark on a test or examination. According to Ausbel (2003), achievement means a successful performance or outcome in learning science, using student’s effort and the use of innovative strategies which are students centered.

According to Aremu and Sokan, (2013), poor academic achievement has been observed in school subjects especially Chemistry among secondary school students. The level of students’ mass failure in chemistry examination is worrisome and poses a great question to what is happening at classroom level in the secondary school. Some researchers have earlier suggested that teacher’s incompetence was a major contributing factor. Other researchers like (Ifeakor, 2015) attributed the low achievement in secondary school chemistry to teachers’ non-utilization of appropriate teaching strategies instead most chemistry teachers use conventional teaching methods like lecture teaching method (LTM). Conventional teaching methods which also involve rote learning and text-book reading do not encourage student’s activities such as group discussion, manipulating of objects, experimentation and creative thinking which are necessary for real science learning. Hence the need for exploration of other novel teaching strategies like vee and concept mapping teaching strategies (Dike & Chinda, 2017). This study is therefore, designed to determine the effect of vee and concept mapping teaching strategies on students’ achievement and interest in chemistry in senior secondary schools in Akwa Ibom State.

1.2 STATEMENT OF THE PROBLEM

Chemistry being one of the basic and core science subjects is designed to equip the students with the knowledge of relevant concepts and scientific skills. In view of the usefulness of Chemistry in nearly all fields of human endeavors (like Agriculture and industries), the lack of interest and poor achievement of students in Chemistry at both secondary and post-secondary levels have been sources of concern to various people and government at various times. Despite the importance of chemistry to mankind and the efforts of researchers to improve on students’ achievement in the subject, the achievement of students’ in chemistry remains low in Nigeria. Poor students’ achievement in Chemistry is alarming. Despite the fact that many studies have been carried out to ameliorate the bad situation. Many instructional approaches have been proffered by psychologists like Brunner, Piaget, Gagne, and Ausubel for improved achievement in Chemistry and other sciences. It strongly believed that the instructional approach adopted by Chemistry teacher in teaching Chemistry might to a large extent be responsible for the observed consistent poor achievement in Chemistry. It has been observed that many chemistry teachers today employ the conventional teaching methods like lecture method and this seems not to be effective in fostering learning and enhancing achievement. The conventional teaching methods lack student’s cooperation and as such results in students lack of interest and poor achievement in the subject. Adequate students’ cooperation and interactions are required for learning and transfer of learning in Chemistry concepts, which are mainly difficult, and abstract. Such cooperation and interaction may be found in innovative teaching strategies like the vee and concept mapping teaching strategies. Hence, the researcher wants to determine whether the use of an innovative teaching technique like vee and concept mapping teaching strategies would improve the interest and achievement of students in Chemistry in secondary schools. The problem of this study put in question form is; what are the effects of vee and concept mapping teaching strategies on students’ interest and achievement in Chemistry?


1.3 PURPOSE OF THE STUDY

This study investigated the effects of Vee and concept mappings on students’ interest and achievement in Chemistry in Akwa Ibom State. Specifically, the study sought to;

1.      determine the mean achievement scores of students taught chemistry using vee mapping, concept mapping and lecture method.

2.      determine the difference in the mean achievement scores of male and female students taught chemistry using vee mapping teaching strategy.

3.      ascertain the difference in the mean achievement scores of male and female students taught chemistry using concept mapping teaching strategy.

4.      determine the mean interest scores of students taught Chemistry using vee mapping, concept mapping and lecture method

5.      determine the difference in the mean interest scores of male and female students taught chemistry using vee mapping teaching strategy.

6.      determine the difference in the mean interest scores of male and female students taught chemistry using concept mapping teaching strategy.

1.4 RESEARCH QUESTIONS

The following research questions guided the study:

1.      What are mean achievement scores of students taught chemistry using vee mapping, concept mapping and lecture method?

2.      What are the differences in the mean achievement scores of male and female students taught chemistry using vee mapping teaching strategy?

3.      What are the differences in the mean achievement scores of male and female students taught chemistry using concept mapping teaching strategy?

4.      What are the mean interest scores of students taught Chemistry using vee and concept mapping and lecture method?

5.      What are the differences in the mean interest scores of male and female students taught chemistry using vee mapping teaching strategy?

6.      What are the differences in the mean interest scores of male and female students taught chemistry using concept mapping teaching strategy?

1.5 HYPOTHESES

The following null hypotheses formulated were tested at 0.05 level of significance.

1.      There is no significant difference in the mean achievement scores of students taught chemistry using vee mapping, concept mapping and lecture method.

2.      There is no significant difference in the mean achievement scores of male and female students taught chemistry using vee mapping.

3.      There is no significant difference in the mean achievement scores of male and female students taught chemistry using concept mapping teaching strategy.

4.      There is no significant difference in the mean interest scores of students taught Chemistry using vee and concept mapping and lecture method.

5.      There is no significant difference in the mean interest scores of male and female students taught chemistry using vee mapping.

6.      There is no significant difference in the mean interest scores of male and female students taught chemistry using concept mapping.

1.6  SIGNIFICANCE OF THE STUDY

The findings of this study will be of immense help to the following groups: chemistry teachers, students, curriculum planners, school administrators, government and education researchers in the following ways:

Chemistry teachers will adopt these new strategies (vee and concept mapping) which will make learning more meaningful to the students. Chemistry teachers will be armed with two pragmatic methods which will help them teach effectively. Teachers will also be exposed to more problem solving skills when they apply these innovative teaching strategies. The study also provides insight into how attention as well as negative disposition to learning chemistry can be motivated. This is because vee and concept mapping are students centered. Their instructional purpose includes motivating and gaining students attention and even makes abstract information more concrete. It is hoped that these insights would provide useful information on how learning techniques in secondary schools may positively affects students on their study of chemistry. Concept maps the concepts and principles might generate attention and facilitate better achievement. The drawings, painting of maps and pictorial adjunct will promote their arousal and active participation.

The findings will reveal to the students whether vee and concept mapping enhance or inhibits student’s achievement in chemistry. If students are actively involved in their lessons, they will achieve better in external examination like West African Senior School Certificate Examination WASSCE, Unified Tertiary Matriculation Examination UTME and so on when they sit for them.

The findings of this study will also be useful to students in secondary school. The students will benefit from the result of the study by getting a better understanding of Chemistry concepts since it will be presented in hierarchical order (from simple to complex).This in effect, will enable students acquire knowledge of the environment and preservation of chemical substances. The students will be able to work more cooperatively to achieve higher cognitive skills like critical thinking and problem solving to enable them tackle societal problems.

Curriculum planners will also benefit from the finding of this study as it will be made available to the school through them after the work has been published and recognized for inclusion in schools curriculum. The findings will also provide empirical evidence for curriculum planners on the effectiveness of learning using vee and concept mapping teaching strategies in teaching Chemistry in senior secondary school. The information will hopefully influence future trend in Chemistry curriculum development and implementation.

Also, the findings of this study which will identify the learning strategy that can be used
to improve learning in Chemistry could be used by researchers as a valuable reference
material in school libraries for further research in Chemistry or other discipline.

1.7 SCOPE OF THE STUDY

The study was delimited to SS2 chemistry students in Akwa Ibom State. The study investigated the effects of vee and concept mapping teaching strategies on interest and achievement of secondary school students and on selected few units of the SS2 chemistry curriculum. The units are: rate of chemical reaction, factors affecting rate of chemical reaction, introduction to collision theory, rate constant and rate laws (Federal ministry of education curriculum, 2018).

 

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Buyers are expected to confirm that the material you are paying for is available on our website ProjectShelve.com and you have selected the right material, you have also gone through the preliminary pages and it interests you before payment. DO NOT MAKE BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.

In case of payment for a material not available on ProjectShelve.com, the management of ProjectShelve.com has the right to keep your money until you send a topic that is available on our website within 48 hours.

You cannot change topic after receiving material of the topic you ordered and paid for.

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