Science/Mathematics Language and Student’s Achievement in Chemistry
[1]
Nsikak-Abasi Udofia, Department of Educational Foundations, Guidance and Counselling, University of Uyo, Uyo, Nigeria.
[2]
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
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