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Will Collaborative Think and Do-Activity Enhance Students' Academic Performance in Chemistry? A Field Report

Victor Oluwatosin AjayiEmmanuel Edoja AchorEmmanuel Otor

出版	SSRN, 2020
URL	http://books.google.com.hk/books?id=0mjezwEACAAJ&hl=&source=gbs_api

註釋The study investigated if collaborative think and do-activity will enhance senior secondary students' academic performance in Chemistry. A sample of 152 Senior Secondary 2 Students from 4 senior secondary schools in Ado Local Government Area of Ekiti State, Nigeria was used. The study adopted non-equivalent quasi-experimental research design. The instrument used for data collection was Chemistry Performance Test (CPT) with the reliability value of 0.93 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance. The findings of the study revealed that there is significant difference in the mean academic performance scores between students taught Chemistry using collaborative think and do-activity and those taught using discussion method in favour of collaborative think and do-activity [F(1,149)=188.100, p0.05]. It is found that there is no significant difference in the mean academic performance scores between male and female students taught Chemistry using collaborative think and do-activity[F(1,76)=163.100, P0.05]. It also revealed that the interaction effect between strategies and gender on the mean academic performance scores of students in Chemistry is not statistically significant [F(1,149)= 427.100, P >0.050]. It was recommended that collaborative think and do-activity should be adopted while teaching Chemistry since it has been proved to be a viable option in enhancing students' academic performance for regardless of gender.