Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Science/Mathematics Language and Student’s Achievement in Chemistry
Current Issue
Volume 1, 2014
Issue 3 (September)
Pages: 27-32   |   Vol. 1, No. 3, September 2014   |   Follow on         
Paper in PDF Downloads: 47   Since Aug. 28, 2015 Views: 1877   Since Aug. 28, 2015
Nsikak-Abasi Udofia, Department of Educational Foundations, Guidance and Counselling, University of Uyo, Uyo, Nigeria.
Gloria-lyne Kieran Etuk, Institute of Education, University of Uyo, Uyo, Nigeria.
The purpose of this study was to determine the influence of Science/Mathematics language empowerment on Senior Secondary II students’ achievement in Chemistry in public secondary schools in Akwa Ibom State. The design was experimental design specifically the pretest/posttest control group design. A sample of 200 students was drawn using criterion sample technique. The treatment group was empowered with special lessons on Science/Mathematics language while the control group was not. Both groups were taught chemistry topic. The test instruments were Chemistry Achievement Test (MLAT), chemistry interest scale and the chemistry practical manual. The reliability of the tests were 0.79, 0.84, and 0.86 respectively for each test using the test retest method of determining reliability. Chemistry Achievement Test were developed and administered on the students to obtain their pretest and posttest mean scores which were tested at p<0.05 level of significance. Science/Mathematics Language Ability had a significant influence on students’ achievement in Chemistry test . However, Science/Mathematics Language had no significant influence on student’s achievement in Chemistry test by gender. It was recommended that Chemistry and Mathematics teachers should empower their students with the use of Science/Mathematics Language in their teaching learning situations to enable the students master and apply them correctly where necessary for improved performance in these subjects.
Chemistry Achievement, Science Language, Public Secondary Schools, Student Gender
Ababio, O. Y. (2007): New school chemistry for senior secondary schools (revised ed.) Lagos: Africana First Publishers Limited.
Aderalegbe, S. O. (1987): Pattern of enrolment in WEAC examination in science, mathematics and technology from 1980-1985. Journal of the Science Teachers’ Association of Nigeria. 24 (20), 61-63.
Afemike, O. A. & Bellow, O. O. (1985): Students’ expressed usage of mathematics topics in secondary school practical. Journal of the Science Teachers’ Association of Nigeria. 23 (2) 164-170.
Brindle, B. P. (1976): GCE O-level passbook on physics. Berkshire house, Berks: Intercontinental Book Production.
Catsambis, S. (1995): Gender, race, ethnicity and science education in the middle grades. Journal of Research in Science Teaching. 32 (3), 43-57.
Eboh, L. and Muoboghare, P. A. (2004): Analysis of sex difference and extension classes on academic performance of secondary school student in physical and health education, in C. M. Ekpo (Prof) editions: Journal of Research in Education. 2 (1).
Fakuade, R. A. (1997): Mathematics as a service subject. Journal of Science Teachers’ Association of Nigeria. 16 (1), 82-86.
Fajemidagba, O. (1986): The teaching of secondary school mathematics through the vehicle of science. Journal of Science Teachers’ Association of Nigeria. 25 (1), 50-57.
Federal Government of Nigerian (2004): National policy on education. Yaba Lagos: NERDC Press.
Gagan, J. (2000): The emergence of sex difference. School reviews 80 (2) 217-227.
Ingle, G. & Shayer, M. (1991): Conceptual demands in chemistry. West African Journal of Education. 2 (2) 10-17.
Kahle, J. B. & Meece, J. (1994): Research on gender issues in the classroom: A Handbook of Research on Science Teaching and Learning. New York: Macmillan Publishers.
Lagoke, B. A; Jegede O. J. and Oyebanji, P. K., (1997); Computers and the learning of mathematics concepts; attitudes and achievement of Nigeria students. Journal of Science Education. 75 (b).
Maduabum, A. (1992): The role of biologists in Nigerian development Journal of Science Teachers Association of Nigerian 27 (2) , 18-24.
(National Science Education Standards, 2013). Reprinted with permission from National Science Education
Standards. Copyright 1996 by the National Academy of Sciences. Courtesy of the National Academy Press, Washington, D.C. National Science Education Standards: http://www.nap.edu/readingroom/books/nses
Obioha, N. E. (1990): Physics for senior secondary school. Ibadan: Heinemann Educational Limited.
Ogumaka, P. M. C. & Akukuwe, A. C. (1998): School and work place mathematics in Imo state: Some implications. Nigerian Journal of Curriculum and Instructions. (1) 13-18.
Okeke, P. N. & Anyakoha, M. W. (1987): Senior secondary physics. Nsukka: Macmillan Publishers.
Okereke, S. C. (2006): Effects of prior knowledge of implications of mathematics tasks/concepts to career types and gender on students’ achievement interest and retention in Uchenna Nzewi’s edition. STAN Proceedings of the 47th Annual Conference.
Okure, C. A. (1991): The mathematics of physics. Lagos Chriscom Publication.
Rogers, D. (1992): Psychology of adolescence. New York: Appleton Cewtort Crofts.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
Copyright © 2013-, Open Science Publishers - All Rights Reserved