Influence of Conceptual Instructional Method on Students’ Performance in, and Attitude Towards Chemistry Practical among Secondary School Students in Zaria Educational Zone, Kaduna State, Nigeria
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Date
2014-12
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Journal ISSN
Volume Title
Publisher
Journal of Capital Development in Behavioural Sciences Vol. 2. Nos 1 & 2
Abstract
The study investigated the Influence of Conceptual Instructional Method on students’ performance in, and attitude towards Chemistry Practical in Zaria Educational Zone of Kaduna State. The target population for the study was
1401 S.S. II Science Students. The subjects in the coeducational schools were pretested and schools that did not differ significantly were chosen for the study. A sample of 100 Students was randomly drawn from two co educational senior secondary schools, within Zaria Educational Zone. The subjects were divided in to two groups: The experimental group and the control group of 50 students each. The pre-test–post-test quasi-experimental
Journal of Capital Development in Behavioural Sciences Vol. 2. Nos 1 & 2 (October, 2014) Faculty of Arts & Education, Lead City University, Ibadan, Nigeria ISSN Online: 2449-0679 ISSN Print: 2354-3981
122 control group design was adapted. The subjects in the experimental group were exposed to Conceptual Instructional Method, while those in the Control group were exposed to the lecture instructional strategy for a period of six weeks. The instruments developed and validated for data collection are: Chemistry Practical Performance Test (CPPT) with reliability coefficient of 0.73 and Chemistry Practical Attitude Inventory (CPAI) with reliability coefficient of 0.79. Two research questions were stated and two null hypotheses were tested. The data collected were subjected to statistical analysis at 0.05 level of significance. The t-test statistics was used to test the hypotheses on performance, Mann-Whitney U-test was used to test the subjects’ change in attitude towards Chemistry Practical. The major findings from the study include the following: The practical performance and attitude of the subjects exposed to Conceptual Instructional Method were significantly higher than their counterparts exposed to lecture method of instruction. On the basis of the findings outlined above, it was concluded that, conceptual instructional method enhances senior secondary school students’ practical performance in and attitude towards Chemistry Practical. Recommendations were made amongst which include: Chemistry teachers should incorporate conceptual instructional method for teaching Chemistry Practical at senior secondary school level.
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Keywords
Instructional Method, Students’ Performance, Attitude, Chemistry Practical among Secondary School Students
Citation
APA