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VOL. 6, ISSUE 5 (2021)
Effect of video practical method on secondary school student’s academic achievement in chemistry in Anambra state
Authors
Josephine N Okoli, Christiana I Echekwe
Abstract
This study became necessary because of the search for more effective methods of teaching and learning of chemistry. Thus, this study investigated the effects of video-taped practical method on secondary school students’ academic achievement in chemistry in Anambra state of Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 alpha level. The study adopted a quasi-experimental pretest posttest non-equivalent control group design. The population consists of 808 senior secondary school year two (SS2) chemistry students from 16 public secondary schools in Orumba South L.G.A. A sample of 87 SS2 chemistry students was used for the study. A purposive sampling technique was used to select eight co-educational secondary schools and a simple random sampling technique with replacement was used to draw two schools out of the eight co-educational schools. The schools were assigned to serve as experimental and control groups using a toss of coin and intact classes were used. Chemistry Achievement Test (CAT) and was validated and used as instrument for data collection. The reliability coefficient of 0.76 was established for CAT using Kuder Richardson 20 (K-R 20). The experimental group was taught the concepts of chemical reaction and equilibrium using Video-taped practical method (VTPM) for six weeks while the control group was taught the same concepts with Conventional Method (CM). Mean and standard deviation were used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that VTPM was more effective in enhancing the students’ academic achievement in chemistry than the CM. There was no significant difference in the academic achievement of chemistry students due to gender. Therefore, chemistry teacher should adopt the use of VTPM in teaching students since it yielded a more viable result on academic achievement among secondary school chemistry students. In light of the findings from this study, it was recommended that chemistry and science teachers should structure lessons to provide hands-on activities, with a hope to enhance gender equality and to discourage gender stereotyping in teaching and learning of chemistry, the students’ understanding of chemistry concepts.
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Pages:37-42
How to cite this article:
Josephine N Okoli, Christiana I Echekwe "Effect of video practical method on secondary school student’s academic achievement in chemistry in Anambra state ". International Journal of Advanced Education and Research, Vol 6, Issue 5, 2021, Pages 37-42
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