Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Impact of 5Es Learning Model on Academic Performance in Chemical Equations Concept among Secondary School Students, Katsina Metropolis, Nigeria
Current Issue
Volume 5, 2018
Issue 1 (January)
Pages: 10-14   |   Vol. 5, No. 1, January 2018   |   Follow on         
Paper in PDF Downloads: 63   Since Mar. 13, 2018 Views: 1277   Since Mar. 13, 2018
Authors
[1]
Ematum Ramatu Umahaba, Department of Science Education, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.
Abstract
The study investigated the Impact of 5Es Learning Model on Academic Performance in Chemical Equation Concept among Secondary School Students, Katsina Metropolis, Nigeria. It employed a Quasi-experimental pretest and posttest control group research design, featuring two groups (Experimental and Control group). The experimental group was exposed to 5Es learning model in the concept of balancing chemical equations while the control group was taught using lecture method. The study sampled eighty one (81) SS 2 chemistry students, from two secondary schools in Katsina Metropolis drawn from population of 753 students. The instrument developed and used to collate data for the research was the Balancing Chemical Equation Performance Test (BCEPT) with reliability coefficient of 0.79. Two research questions were formulated to guide this study, which includes; what is the difference between the mean academic performance scores of Chemistry students exposed to 5Es learning model and those taught with lecture method? And two null hypotheses were also formulated for testing at a significant level of P≤0.05, among which; there is no significant difference between the mean score of Chemistry Students academic performance, when exposed to the 5Es Learning Model and those taught with lecture method. The data collated were analyzed using t-test statistic. The result obtained showed that student in the experimental group performed significantly better than those in control group. And the treatment in relation to gender was found to be gender friendly. Based on the findings, it is recommended among others that the State Government, institutions and professional bodies such as National Teachers Institution, Science Teacher Association of Nigeria and National Union of Teachers, should organize seminars, workshops, in-service and re-training programmed for teachers on the effective use of Activity- based, students-centered teaching strategy that focus on constructivist learning approach and others, in the teaching of Chemistry.
Keywords
5Es Learning Model, Academic Performance, Chemical Equations
Reference
[1]
Jegede, S. A. (2009). The Effect of the Component Task Analysis Model of Instruction on Students’ Performance in Chemistry. An Unpublished Ph.D. Thesis, University of Ado-Ekiti, Nigeria.
[2]
Abah, R. K. (2006). Attitudes towards Science: A Quantitative Synthesis. Science Education, 106 (21), 547-567.
[3]
Adesoji F. A. & Olatunbosun S. (2008). Student, Teacher and School Environmental factors as Determinants of Achievement in Senior Secondary School Chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1 (2), 45-52.
[4]
Akubuilo, D. U. (2004). The Effect of Problem Solving Instructional Strategy on Students Achievement and Retention in Biology with Respect to Location in Enugu State. Journal of Science Teachers Association of Nigeria, 39 (1&2) 94-100.
[5]
Bybee, R. (2002). Enhancing Science Teaching and Students Learning: A BSCS Perspective. Paper Presented at the ACER Research Conference, Canberra, ACT.
[6]
Bybee, W. R., Joseph, A. T., April, G., Pamela, V. S., Janet C. P., Anne W. & Nancy, L. (2006). "The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications." Colorado Springs, CO: BSCS.
[7]
Ültay, N., & Çalik, M. (2016). A Comparison of Different Teaching Designs of ‘Acids And Bases’ Subject. Eurasia Journal of Mathematics, Science & Technology Education., 12 (1), 57-86.
[8]
Patrick, S. & Ezenwa, V. I. (2000). Gender Consideration of the Effects of Visual Aids and Tactile Stimuli in the Teaching of English in Selected Secondary Schools in Bosso LGA of Niger State. Journal of Science, Technology and Mathematics Education, 171-179.
[9]
Dahiru, S. Y. (2013). Effects of Collaborative Learning on Chemistry Students’ Academic Achievement and Anxiety Level in Balancing Chemical Equations in Secondary School in Katsina Metropolis, Nigeria. Journal of Education and Vocational Research. 15 (2), 43-48.
[10]
Okeke, E. A. C. (2002). Women in Science Technology and Mathematics in Nigeria: Key noteaddress. In O. O. Busari (ed). Women in Science Technology in Nigeria. 42nd Annual Conference Proceedings of the Science Teachers Association of Nigeria 3-13.
[11]
Ayogu, Z. U. (2001). Enriching Science, Technical and Mathematics Education. 41st National Conference Proceedings of the Science Teachers Association of Nigeria. 396-399.
[12]
Usman, I. A. (2006). Relationship between Students Performance in Practical Activities and their Academic Achievement in Integrated Science using NISTEP Mode of Teaching, Unpublished Ph.D Thesis Department of Education, A.B.U. Zaria.
[13]
Bichi, S. S. (2002). Effects of Problem Solving Strategy and Enriched Curriculum on Secondary Schools Students Achievement in Evolution Concept. Unpublished PhD Dissertation, A.B.U. Zaria.
[14]
Denmole, B. T. & Femi-Adeoye, K. O. (2004). Effects of Concept Mapping Technique on Senior Secondary School Students’ Achievement And Retention of Ecology Concepts. Journal of the Science Teachers’ Association of Nigeria, 39 (1&2), 32-38.
[15]
Katsina State Ministry of Education. (2015). Annual Bulletin Published by the Ministry.
[16]
Kilaruz, Y. (2005). The Effects of 5e Learning Cycle Model Based On Constructivist Theory on Tenth Grade Students’ Understanding Of Acid-Base Concepts. Unpublished M.Ed Thesis Middle East Technical University.
[17]
Udogu, M. E. & Njelita, C. B. (2010). Effect of Constructivist - Based Instructional Model on Students’ Conceptual Change and Retention on Some Difficult Concepts in Chemistry. An International Multi-Disciplinary Journal Ethiopi. 4 (2), 219-229.
[18]
Yadigaroglua, M. & Demircioglub, G. (2012). The Effect Of Activities Based On 5Es Model On Grade 10 Students Understanding Of The Gas Concept. Procedia-Social and Behavioral Science. 47, 634-637.
[19]
Madu, B. C & Amaechi C. C (2012). Effect of Five-Step Learning Cycle Model on Students’ Understanding of Concepts Related To Elasticity. Journal of Education and Practice. 3 (9).
[20]
Ibrahim, T. S. (2014). Impact of 5Es learning cycle on academic performance, Retention and Attitude of Biology Students with Varied Abilities, North-West Zone, Nigeria. Unpublished Ph.D. Thesis. Ahmadu Bello University Zaria.
[21]
Aksela, M. (2005). Effect of computer-assisted inquiry (ICT) on Higher Order Thinking Skills in Chemistry. PhD Dissertation Published, University of Helsinki. Finland.
[22]
Martins, O. O. & Oyebanji, P. K. (2000). The Effects of Inquiry and Lecture Methods on the Cognitive Achievement of Integrated Science Students. Journal of the Science Teachers’ Association of Nigeria, 35 (1&2), 31-35.
[23]
Boddy N. Watson K. and Aubusson P. (2003). A Trial of the Five E’s: A Referent Model For Constructivist Teaching and Learning. Research in Science Education. 2 (7), 59-61.
[24]
Lawson, A. E. (2002). Science Teaching and Development of Thinking. Wadswoth/Thomson Learning.
[25]
Aikenhead, G. (2005). Consequences of Learning Science. A Research Perspective Engineering Education Journal. (13), 39-50.
[26]
Mukherjee, A. (2004). Promoting Higher-Order Thinking Skills in MIS/CIS Students Using Class Exercise. Journal of Information System. http:// Findacles.Com/Panticles/Mi- qa4041/15-200407/ni-nq437801.
[27]
Felicia, O. & Peter, W. (2013). Enhancing Students’ Achievement in Chemistry through the Piagetian Model: The Learning Cycle. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 4 (4), 23-25.
[28]
Ogunboyede, M. O. (2003). Sex Differences and Students Achievement at Primary Level. The Nigerian Academy Forum 5 (1), 152-155.
[29]
Gandu, A. A. (2006). A Comparative Analysis of Teacher Cognitive Question Styles on Academic Performance of Senior Secondary School Biology Students. An Unpublished PGDE Research Program. Ahmadu Bello University, Zaria.
[30]
O’Brien, T. (2010). Brain-Powered Science. Teaching and Learning with Discrepant Events. Arlington, VA: NSTA Press.
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.
CONTACT US
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
E-mail:
LET'S GET IN TOUCH
Name
E-mail
Subject
Message
SEND MASSAGE
Copyright © 2013-, Open Science Publishers - All Rights Reserved