Impact of Research- and Assessment-Based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics

Autor/inn/en	Opateye, Johnson Ayodele; Ewim, Daniel Raphael Ejike
Titel	Impact of Research- and Assessment-Based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics
Quelle	In: Science Education International, 33 (2022) 1, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Grade 11; High School Students; Chemistry; Science Instruction; Academic Achievement; Instructional Effectiveness; Educational Assessment; Gender Differences; Evidence Based Practice; Public Schools; Private Schools; Nigeria + Suchen Sie Ihr Suchwort? Ausland; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Unterrichtserfolg; Education; assessment; Bewertungssystem; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule
Abstract	This research focused on the impact of research- and assessment-based instruction on senior high school students' achievement in selected chemistry topics. A 3 × 2 × 2 pre-test and post-test control group in a quasi-experimental research design was used on a population of Grade 11 chemistry students in Ojo Local Government Area of Lagos state. Two schools (one public and one private) were randomly assigned to each of the treatments. A sample of 240 chemistry students was used. Three research questions were answered and five hypotheses were tested. The reliability coefficient of the "Chemistry achievement test" was found to be 0.770 using the Kuder-Richardson Formula 20. Research-based, assessment-based, and conventional instruction manuals were also developed. The data collected were analyzed using descriptive statistics and analysis of covariance. It was found that the impact of assessment- and research-based instruction on senior high school students' achievement in the selected topics was significant (F (2,227) = 49.214, p < 0.050). It was also found that the students exposed to the assessment-based instructional mode had a higher achievement than those in the research-based and conventional groups. Male chemistry students were found to benefit more than the female students after being exposed to research- and assessment-based instructional modes. It is, therefore, recommended that assessment- and research-based instructional modes be used to teach the selected chemistry topics to enhance effective learning. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01