GENDER ISSUES IN SCIENCE EDUCATION- EFFECTS OF STRUCTURED TEXT APPROACH ON STUDENTS' ACHIEVEMENT
| dc.contributor.author | Jibrin, Abdullahi Tanko | |
| dc.date.accessioned | 2023-12-13T06:35:19Z | |
| dc.date.available | 2023-12-13T06:35:19Z | |
| dc.date.issued | 2015-02-02 | |
| dc.description.abstract | The study investigated the effect of structured text approach on the achievement of male and female senior secondary students in chemical equilibrium. The sample comprised two groups of students; experimental and control groups (N=30) drawn from two different schools in Keffi metropolis. The equivalence of the groups was determined using a pretest in chemical equilibrium. Five instruments were developed and validated for data collection. TKe instruments arePre-Test in Chemical equilibrium (PRTCE), Post-Test in Chemical Equilibrium (POTCE), Structured Text in Chemical Equilibrium (STCE) , Demonstration Method Lesson plan for Control Group (DMLP) and Structured Text approach A tlitude Questionnaire (STAAQ). The treatments; structured text approach and demonstrated method of teaching, wereassigned to the experimental andcontrol groups selected respectively. The boys and girls were taught for four weeks after which the post test was administered. The likert scale questionnaire was administered to them after instruction. The results of thej-test analysis showed that (he boys mean'score (11.40). was not significantly better than that of the girls (11.30) at pK. 05.Analysis of the questionnaire using chisquare statistics showed that the attitude of both the boys and the girls towards Structured Text Approach on chemical equilibrium isfavourable. | en_US |
| dc.identifier.citation | Based on the findings of this study, the following recommendations are made: Structured Text Approach is recommended for instruction on chemical concepts in general.lt is also believed that it would facilitate teaching and learning. Chemistry teachers should make efforts to incorporate in their teaching standard Structured Texts in other topics that are considered difficult for chemistry students. For every exercise given to students, teachers should provide adequate feedback to guide students. | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/3902 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Chemistry Education | en_US |
| dc.title | GENDER ISSUES IN SCIENCE EDUCATION- EFFECTS OF STRUCTURED TEXT APPROACH ON STUDENTS' ACHIEVEMENT | en_US |
| dc.type | Article | en_US |