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Scholarly Journal of Education Vol. 8(1), pp. 1-6, April, 2021
Available online at http:// www.scholarly-journals.com/SJE
ISSN 2315-6155 © 2021 Scholarly-Journals



Impact of Contemporary Learning Strategies on Chemistry Students’ Performance and Retention in Rivers Statee

Nduudee, Joy Nenalebari
*1 and Dr. Ikiroma Blessing2

1,2Department of Chemistry, Ignatius Ajuru University of Education Rumoulumeni, P.M.B. 5047, Port Harcourt, Rivers State, Nigeria

Received: 1 April, 2021, Accepted: 16 April, 2021, Published: 20 April, 2021:

 

The main purpose of this study was to investigate the effect of contemporary learning strategies such as collaborative and individualized learning strategies on students’ performance and retention in organic chemistry in Rivers State. A quasi-experimental design was adopted. Through purposive sampling technique two schools were selected and randomly assigned to the experimental and control groups. 115 students were involved in the study with 70 students in the experimental group and 45 students in the control group. Three research questions and three hypotheses guided the study. The instrument for data collection was a teacher-made test tagged Chemistry Achievement Test which consisted of twenty-five (25) multiple-choice objective test items on General Ability Test on Organic Chemistry (GATOC) constructed by the researcher. The instrument was validated by experts in Science Education and Chemistry evaluators. The instrument had a reliability coefficient of r = 0.78 using a test-retest method of estimating reliability. Both groups were presented with a pretest (CAT) then after, the experimental group was taught organic chemistry with the collaborative learning method while the other group was taught using the individualized learning strategy. Both groups were thereafter post tested with CAT. The data obtained were descriptively analyzed using mean and standard deviation for the research questions, while independent t-test and ANCOVA were used for the hypotheses which were tested at 0.05 level of significance. The results showed that both male and female students taught organic chemistry using, collaborative learning strategy (CLS) performed better than the group taught using individualized learning strategy (ILS). And that there was no significance difference between male and female performance in both collaborative and individualized learning strategies. In addition, the study also found out that there is no significant interactive effect of learning strategies and gender on students’ performance and retention in organic chemistry. Based on the findings, it was recommended that teachers of chemistry should intensify effort to ensure that students of chemistry participate in group learning (collaborative) for better understanding of organic chemistry concepts and retention.

 

Key words: Contemporary, Collaborative and individualized, learning strategies, chemistry, retention.

 

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