INTERACTION EFFECT OF GENDER AND TREATMENT ON MEAN RETENTION SCORE OF CHEMISTRY STUDENTS TAUGHT USING MEND MAPPING TEACHING STRATEGY (MMTS) IN ENUGU.

Okeke, Ogbonnaya James (2018) INTERACTION EFFECT OF GENDER AND TREATMENT ON MEAN RETENTION SCORE OF CHEMISTRY STUDENTS TAUGHT USING MEND MAPPING TEACHING STRATEGY (MMTS) IN ENUGU. International Journal of Research in Engineering and Applied Sciences, 8 (10). pp. 25-42. ISSN 2249-3905

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Abstract

This study examines the interaction effect of gender and treatment on mean retention score of chemistry students taught using mend mapping teaching strategies (MMTS) in Enugu. The study sought to specifically study the following objectives; to determine the difference in mean retention score of students taught using MMTS and those taught without it; to ascertain the difference that exists in mean retention score of male and female students taught using MMTS; to determine the interaction effect of gender and treatment on mean retention score of the students taught using MMTS and those taught without it. A quasi experimental, non-equivalent, non-randomized pre-test post-test research design was adopted. The population of the study was 4,698 SS2 chemistry students in Enugu Educational Zone in 2008/2009 academic session. The sample was 194 SS2 chemistry students drawn through multistage sampling technique. The instrument Chemistry Achievement Test (CAT) was developed by the study and validated by two University experts in measurements and evaluation and two university experts of Chemistry Education. The instrument was trails tested at secondary schools in Enugu Education Zone in Enugu State. The internal consistency of the CAT was obtained using Kudder Richardson formula 20(KR-20) and Cronbach alpha procedure. Reliability coefficient of 0.8359 was obtained for the CAT. Mean and standard deviation scores were used to answer the two research questions while the three null hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results showed that MMTS was more effective in facilitating students’ retention in chemistry than the control group. Gender was not a significant factor on students’ academic achievement in chemistry when taught using MMTS. Furthermore, the results revealed that there was no significant interaction effect of gender and treatment on student’s retention. This study recommends that Chemistry teachers should adopt MMTS as a teaching strategy in chemistry classrooms and laboratories, and the teacher training institutions should include the use of MMTS in their chemistry method course content to ensure the training of the pre-service chemistry teachers. Also that author of chemistry text-books should include MMTS in their texts for easy access for students and teachers.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User:	miss ifeoma agbo
Date Deposited:	31 May 2019 10:25
Last Modified:	31 May 2019 10:25
URI:	http://eprints.gouni.edu.ng/id/eprint/1618

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