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Vol.2 , No. 2, Publication Date: Apr. 7, 2016, Page: 12-17
 on chemistry students’ cognition of world economic meltdown among senior secondary three students in Itu Local Government Area of Akwa Ibom State. It also studied the influence of students’ cognitive styles and gender on students’ achievement on the concept. Three research questions and three hypotheses guided the study. The study was quasi-experimental research using a pretest-posttest non-randomized design. It was conducted in six public secondary schools selected using purposive sampling technique. A sample size of 300 SS3 chemistry students were used from a population of 1,150 chemistry students. World Economic Meltdown Achievement Test (WEMAT) was a researcher-made instrument while Cognitive Style Measuring Instrument (CSMI) adapted from Uzzi (1999) were the two instruments used for gathering data for the study with reliability indexes of 0.79 and 0.83 respectively. Data obtained were analysed using ANCOVA for the hypotheses at P<0.05. Findings showed significant differences in the effect of instructional strategies on students’ achievement on world economic meltdown. Cognitive styles of students and gender significantly influenced students’ achievement. Based on the findings, it was recommended among others, that concept mapping strategy should be used in teaching the concept of world economic meltdown.&picture=http://www.aascit.org/aascit/decorators/img/journal/973.jpg)
| [1] | Etiubon Rebecca U., Science Education Department, Faculty of Education, University of Uyo, Uyo, Akwa Ibom State, Nigeria. |
The study investigated instructional strategies (concept mapping, demonstration and guided-discovery) on chemistry students’ cognition of world economic meltdown among senior secondary three students in Itu Local Government Area of Akwa Ibom State. It also studied the influence of students’ cognitive styles and gender on students’ achievement on the concept. Three research questions and three hypotheses guided the study. The study was quasi-experimental research using a pretest-posttest non-randomized design. It was conducted in six public secondary schools selected using purposive sampling technique. A sample size of 300 SS3 chemistry students were used from a population of 1,150 chemistry students. World Economic Meltdown Achievement Test (WEMAT) was a researcher-made instrument while Cognitive Style Measuring Instrument (CSMI) adapted from Uzzi (1999) were the two instruments used for gathering data for the study with reliability indexes of 0.79 and 0.83 respectively. Data obtained were analysed using ANCOVA for the hypotheses at P<0.05. Findings showed significant differences in the effect of instructional strategies on students’ achievement on world economic meltdown. Cognitive styles of students and gender significantly influenced students’ achievement. Based on the findings, it was recommended among others, that concept mapping strategy should be used in teaching the concept of world economic meltdown.
Keywords
Cognitive Styles, Concept-Mapping, Demonstration, Guided-Inquiry
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