RELATIVE EFFECTIVENESS OF PROBLEM SOLVING APPROACH AND VEE MAPPING ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN SECONDARY SCHOOLS IN ONDO STATE, NIGERIA

Authors

  • Omoniyi Adesoji Olubunmi Department of Science Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.842

Keywords:

problem solving, relative effectiveness, students’ performance, Vee mapping

Abstract

The study identified Gas laws in ordinary level West African School Certificate (WASSSC) chemistry syllabus, and examined the Relative Effectiveness of Problem Solving Approach (PSA) and Vee Mapping (VMA) on students’ performance in chemistry. The study adopted a pre-test posttest experimental design with lecture method as the control group. The sample consisted of 130 participants selected from three senior secondary school I chemistry students in Akoko South East Local Government Area of Ondo State. Three intact classes were classified two experimental groups (PSA = 45), (VM=42) and a control group (LM=47). A 40 item instrument tagged Gas Laws Chemistry Achievement Test (GLCAT) was developed by the researcher and ascertained for reliability (r=0.78, p<0.05). The study was guided by two hypotheses. Data collected were analysed using ANOVA. The result showed that there was a significant difference in the effectiveness of PSA and VMA on students’ performance in chemistry f(1, 130) = 18.42, p<0.05. Furthermore, PSA was found to be more effective (X = 33.24) than VMA (X=30.136). The study concluded PSA as an effective method of teaching chemistry.

 

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References

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Published

2017-06-22

Issue

Vol 3, No 6 (2017)

Section

Articles

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