Please use this identifier to cite or link to this item: http://repository.futminna.edu.ng:8080/jspui/handle/123456789/13330
Title: Effect of Problematic Analogy Strategy on Students Achievement and Retention in Balancing Chemical Equation Concept of Secondary School Students in Minna, Niger State
Authors: Emmanuel, L.
Chado, A. M.
Isa, F. M.
Babagana, M.
Issue Date: Aug-2019
Publisher: Science Teachers Association of Nigeria 61st Annual Conference Proceedings
Citation: Emmanuel, L; Chado, A.M, Isa, F.M & Babagana, M (2019). Effect of Problematic Analogy Strategy on Students Achievement and Retention in Balancing Chemical Equation Concept of Secondary School Students in Minna, Niger State. Science Teachers Association of Nigeria 61st Annual Conference Proceedings, 369-378
Abstract: This study determined the effects of problematic analogy on achievement and retention of senior secondary students in balancing chemical equation in Bosso Local Government Area, Niger State. Quasi-experimental design of pretest, posttest, control group, non-randomize nonequivalent type was adopted for the study. Four null hypotheses were formulated and tested at 0.05 level of significance. Simple random sampling technique was used to select four secondary schools from Bosso Local Government Area and eighty-one (81) SSI students offering Chemistry as participants. Intact class was used. Chemical Equation Achievement Test (CEAT) in form of thirty multiple choice questions was used as instrument for data collection. Data collected were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The findings of tge study shows that there is a significant difference in the mean achievement scores of students taught using balancing of chemical equation using problematic analogy method and those taught using conventional (lecture) method in favor of those taught using problematic analogy method. There was also significant difference in the mean retention scores of students taught balancing of chemical equation using problematic analogy methd and those taught using conventional method. Gender was not a significant factor in the students' achievement as well as retention in balancing of chemical equations. It was recommended among others that: science educators and curriculum planners should incorporate innovative strategies such as problematic analogy strategy into the teaching of chemistry concepts in secondary schools.
URI: http://repository.futminna.edu.ng:8080/jspui/handle/123456789/13330
Appears in Collections:Science Education

Files in This Item:
File Description SizeFormat 
28.pdf12.19 MBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.