AN ASSESSMENT OF THE IMPACT OF GENDER ON MEAN INTEREST SCORE OF CHEMISTRY STUDENTS TAUGHT USING MEND MAPPING TEACHING STRATEGIES (MMTS) IN ENUGU

Okeke, Ogbonnaya James (2018) AN ASSESSMENT OF THE IMPACT OF GENDER ON MEAN INTEREST SCORE OF CHEMISTRY STUDENTS TAUGHT USING MEND MAPPING TEACHING STRATEGIES (MMTS) IN ENUGU. International Journal of Research in Medical and Basic Sciences, 4 (5). pp. 31-49. ISSN 2455-2569

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Abstract

This study seeks to assess the impact of gender on mean interest score of chemistry students taught using mind mapping teaching strategies (MMTS) in Enugu.The study sought to specifically study the following objectives; to determine the difference in mean interest score of students taught using MMTS and those without it; to determine the difference in mean interest score of male and female students taught using MMTS; to ascertain the interaction effect of gender and treatment on mean interest score of 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 (CII) 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 trail 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 coefficients 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’ interest in chemistry than the control group. Gender was a significant factor on students’ academic achievement in chemistry when taught using MMTS. Furthermore, the results revealed a significant interaction effect of gender and treatment on interest. The study recommended that Chemistry teachers in colleges of education, institute of education, department of science education, curriculum planners and textbooks authors should adopt it in order to ensure meaningful teaching and learning in chemistry and also to inspire students to study the course.

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 10:28
Last Modified:	31 May 2019 10:28
URI:	http://eprints.gouni.edu.ng/id/eprint/1619

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