Effects of Advance Organizer teaching strategy on Students’ Gender in Secondary School Chemistry in Ekiti State, Nigeria
Keywords:
Advance Organizer, achievement, Chemistry, students, gender
Abstract
The study examined the effects of Advance Organizer teaching strategy on Students’ Gender in Secondary School Chemistry in Ekiti State, Nigeria. The research designed adopted for the study was non-randomized, non-equivalent pre-test and post-test control group design. The population consisted of all senior secondary class two (SSII) students taking Chemistry in Ikere – Ekiti while sample consisted of 97 senior secondary school two students were drawn from intact classes using purposive sampling technique. The instrument used for the study was Chemistry Achievement Test. The face and content validity as well as reliability of the research instrument were carried out and reliability coefficient of 0.86 was obtained. The results of the data collected from both pre-test and post-test were collated and analysed using statistical tools involving mean and standard deviation, graph t-test and Analysis of Variance (ANOVA) at 0.05 level of significance using). The findings of the study showed that students operate at moderate level performance in Chemistry before their exposure to expository advance organizer. However, the use of expository advance organizer improves the performance of students in Chemistry more than conventional method of instruction. Also, it was found that score level and gender classification of students has no influence on their academic achievement when exposed to expository advance organizer. Based on the findings, appropriate recommendations were made.
References
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Achor, E. E., Kurumeh, S. M., & Orokpo C. A. (2012). Gender dimension in predictors of students’ performance in mock SSCE practical and theory chemistry examinations in some secondary schools in Nigeria. Journal of Education, 2(2), 16 -22.
Adeneye, O. A., Abayomi, A. A., & Awoyemi, A. A. (2013). Effects of framing and Team Assisted Individualized (TAI) instructional strategies on senior secondary school students’ attitudes toward mathematics. ActaDidactica Napo Censia, 6(1), 14 – 22.
Adesoji, F. A. (2008). Managing students’ attitude towards science through problem-solving instructional strategy. Anthropologist, 10(1), 21 - 24.
Adesoji, F. A., & Ibraheem, L. (2009). Effects of student teams achievement divisions’ strategy and mathematics knowledge on learning outcomes in chemical kinetics. The Journal of International Social Research, 2(6), 44 -50.
Afolabi, F.,& Akinbobola, A. O. (2009). Constructivist problem-based learning technique and the academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physics and Chemistry Education, 1(1), 45-51.
Akinbobola, A. O.,& Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16 – 25.
Akiri, A.A.,& Ugborugbo, N. M. (2009). Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Study Home Community Science, 2(1), 107-113.
Alade, O. M., & Ogbo, A. C. (2014). A comparative study of chemistry students’ learning styles preference in selected public and private schools in Lagos metropolis. Journal of Research and Method in Education, 4(1), 45-53.
Ameh, P.O., & Dantani, Y. S. (2012). Effects of lecture and demonstration methods on the academic achievement of students in chemistry in Nassarawa Local Government Area of Kano State. International Journal of Modern Social Sciences, 1(1), 29-37.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal learning. Journal of Educational Psychology, 51(2), 267 -272.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune and Straton Inc.
Awofala, A. O. A. (2011). Is gender a factor in mathematics performance among Nigerian senior secondary students with varying school organization and location? International Journal of Mathematics Trends and Technology, 2(3), 17 – 21.
Babalola, I. T. (2015). Relationship between entry qualification and performance in A’level chemistry: A case study of school of basic and remedial studies in Yobe State University. African Educational Research Journal,3(2), 1-6.
Bamidele, E. F., & Oloyede, E. O. (2013). Comparative effectiveness of hierarchical flow chart and spider concept mapping strategies on students’ performance in chemistry.World Journal of Education, 3(1), 66-76.
Bamidele, E. F., Adetunji, A. A., Awodele, B. A., & Irinoye, J. (2013). Attitudes of Nigerian secondary school chemistry students towards concept mapping strategies in learning the mole concept. Academic Journal of Interdisciplinary Studies, 2(2), 1-12.
Doomin, (2008). Using an advance organizer to facilitate change in students’ conceptualization of the role of creativity in science.Chemistry Education Research and Practice, 9(2), 291 - 300.
Eke, G. E. (2008). Regulatory mechanism for sound chemicals management. A paper presented at the 1st mandatory training workshop of ICCON in Lagos, Nigeria.
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Eze, C. U.(2002). Effect of target task approach on students’ achievement in senior secondary school certificate physics and chemistry. 43th Annual STAN Proceedings.
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Geir, D. (1999). Retrieved from http://home.Earth link net/Dougary/ITEC-800/final projects/Ausubel.
Hudson, A., & Keraro, V. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 413-420.
Huitt, W. (2005). Academic learning time educational psychology interacting. Vandosta, G. A: Vandosta State University.
Ifamuyiwa, A. S. (2011). The effect of behavioural objectives on students’ achievement in senior secondary school mathematics instructions when used as advance organizers. American Journal of Scientific and Industrial Research, 2(2), 129-135.
Igwe, I. O. (2002). Relative effect of framing andteam-assisted instructional strategies on students’ learning outcomes in selected difficult chemistry concepts in parts of Ibadan (Unpublished Ph.D. thesis). University of Ibadan.
Jack, U.G. (2014). The Effect of individual and collaborative concept mapping learning strategies on chemistry students’ anxiety and academic achievement. International Journal of Innovative Education Research, 2(3),9 -15.
Jegede, S. A. (2007). Students’ anxiety toward the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-97.
Karmes, M. (2005). The advance organizer in EDU 462: Methods in secondary social science. Retrieved from http://Abraham.cuaaedul-kalmesm/462sO3/proc/advorghtm.
Kigo, J. K., Okere, M., & Maghanga, C. M. (2018). A survey report on the effectiveness of advance organizers research as a teaching strategy. Kabarak Journal of Research and Innovation, 5(2), 19-26.
Lamidi, B. T., Oyelekan, O. S., & Olorundare, A. S. (2015). Effects of mastery learning instructional strategy on senior school students’ achievement in the mole concept. Electronic Journal of Science Education, 19(5), 1-20.
Matthew, C. N., & Onyejegbu, C. (2013). Effects of use of instructional materials on students’ cognitive achievement in agricultural science. Journal of Educational and Social Research, 3(2),103-107.
Mayer, R. (2002). The promise of educational psychology. New Jersey: Pearson Education Inc.
Mayer, R. (2003). Learning and instruction. New Jersey: Pearson Education Inc.
Mondal, B. C. (2013). A comparative study for teaching chemistry through inductive thinking model and advance organizer model. International Journal on New Trends in Education and their Implications, 4(3), 10 -21.
NERDC, (2009). Federal ministry of education senior secondary school curriculum: Chemistry for SSS1-3.
NERDC, (2004). National policy on education (4th ed.) Lagos.
Njoku, Z. C., & Akwali, C. P. (2016). Gender and school location as factors of students’ motivation to learn chemistry in Nigerian secondary schools. Journal of the Science Teachers Association of Nigeria, 51 (1), 117-125.
Nnoli, J. N. (2016). Assessment of available chemistry material resources and secondary school students’ level of acquisition of entrepreneurial skills. Journal of the Science Teachers Association of Nigeria,51(1), 127-140.
Novak, J. D., & Canas, A. J. (2008). The theory underlying concept maps and how to construct them: Technical report IHMC concept map tools in Florida institute for human and machine cognition Pensacola.Retrieved fromhttp://cmap.ihmc.us/publications /Researchpales/Theory underlying conceptmaps.pdf
Nwagbo, C., & Obiekwe, C. (2010). Effects of constructivist instructional approach on students’ achievement in basic ecological concepts in biology. Journal of the Science Teachers Association of Nigeria, 45(1&2), 26-35.
Ogunleye, B. O., & Babajide, V. F. T. (2011). Commitment to science and gender as determinants of students’ achievement and practical skills in physics.Journal of the Science Teachers Association of Nigeria, 46(1),125-135.
Ojo, M. O.(2001). Problems of teaching science and mathematics in Nigeria. A paper presented at the train the trainers workshop for science and mathematics teachers in colleges of education in six geo political zone in Nigeria.
Okereke, C.,& Onwukwe, E. O. (2011). Influence of gender, school location and the use of play –simulation on school achievement in chemistry. JORINY, 4(9), 1596-8303.Retrieved from http:// www.transcampus.org/journal.
Olorundare, A. S. (2014). Correlates of poor academic performance of secondary school students in the sciences in Nigeria. Paper presented at the Virginia State University, Petersburg Virginia USA (Pp.1-18).
Oloyede, O. I., & Demide, C. O. (2000). Enhancing transition from concrete to formal cognitive functioning for improved achievement in chemistry.African Journal of Research in Education,2(2), 129-134.
Oludipe, D. I. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in basic science. Journal of Educational and Social Research, 2(1), 93-99.
Omiko, A. (2017). Identification of the areas of students’ difficulties in chemistry curriculum at the secondary school level. International Journal of Emerging Trends in Science and Technology 4(4), 5071-5077.
Omondi, K. K., Keraro, F. N., & Anditi, Z. O. (2018). Effects of advance organizers on students’ achievement in biology in secondary schools in Kilifi County, Kenya. Frontiers in Education Technology, 1(2), 191-205.
Sukolatambaya, I. (2018). The effect of prior exposure to biology terminologies on academic achievement of public secondary school students in Dutsin-ma metropolis. Proceedings of 59th Annual Conference of Science Teachers Association of Nigeria (Pp. 169-177).
TanveeruzZaman, U., Farkhunda, R. C.,& Arshad, M. Q. (2015). Advance organizers help to enhance learning and retention. International Journal of Humanities Social Sciences and Education, 2(3), 45-53.
Turk, F., & Calik, M. (2007). Using different conceptual change methods embedded within 5E-model: A sample teaching of endothermic-exothermic reactions. Asia Pacific Forum on Science Learning and Teaching (Pp.295-355).
Udoh, M. E. (2011). Effects of reformulation of knowledge and expository teaching strategies on students’ performance in chemistry. An International Multi-disciplinary Journal, 3(3), 208-217.
Ugbe, A. U., & Worlu, J.D. (2012). Relative effectiveness of advance organizers teaching strategy on learning the concept of electrochemistry in Nigeria. Multidisciplinary Journal of Empirical Research, 10(1),1 -8.
Wachanga, S.W., Arimba, A. M., & Mbugua, Z. K. (2013). Effects of advance organizer teaching approach on secondary school students’ achievement in chemistry in Maara district, Kenya. International Journal of Social Science and Interdisciplinary Research, 2(2),24-36.
West African Examination Council. (2012). Chief examiners’ report. Yaba, Lagos: WAEC.
Woolfolk, A. (2001). Educational psychology (8thEd.). Boston: Allyn and Bacon.
Yazachew, A. T. (2014). Relationship of student attitude and achievement in chemistry with teacher’s classroom management. Journal of Elementary Education, 23(2), 27-38.
Yusuf, M. O., & Afolabi, A. O. (2010). Effects of computer assisted instruction on secondary students’ performance in biology. The Turkish Online Journal of Educational Technology, 9 (1).
Zayum, S. D. (2008). Performance enhancement skills for teachers of junior secondary school. Paper presented at Bauchi State SUBEB Workshop from January 28th to 31st.
Achor, E. E., Kurumeh, S. M., & Orokpo C. A. (2012). Gender dimension in predictors of students’ performance in mock SSCE practical and theory chemistry examinations in some secondary schools in Nigeria. Journal of Education, 2(2), 16 -22.
Adeneye, O. A., Abayomi, A. A., & Awoyemi, A. A. (2013). Effects of framing and Team Assisted Individualized (TAI) instructional strategies on senior secondary school students’ attitudes toward mathematics. ActaDidactica Napo Censia, 6(1), 14 – 22.
Adesoji, F. A. (2008). Managing students’ attitude towards science through problem-solving instructional strategy. Anthropologist, 10(1), 21 - 24.
Adesoji, F. A., & Ibraheem, L. (2009). Effects of student teams achievement divisions’ strategy and mathematics knowledge on learning outcomes in chemical kinetics. The Journal of International Social Research, 2(6), 44 -50.
Afolabi, F.,& Akinbobola, A. O. (2009). Constructivist problem-based learning technique and the academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physics and Chemistry Education, 1(1), 45-51.
Akinbobola, A. O.,& Afolabi, F. (2010). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16 – 25.
Akiri, A.A.,& Ugborugbo, N. M. (2009). Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Study Home Community Science, 2(1), 107-113.
Alade, O. M., & Ogbo, A. C. (2014). A comparative study of chemistry students’ learning styles preference in selected public and private schools in Lagos metropolis. Journal of Research and Method in Education, 4(1), 45-53.
Ameh, P.O., & Dantani, Y. S. (2012). Effects of lecture and demonstration methods on the academic achievement of students in chemistry in Nassarawa Local Government Area of Kano State. International Journal of Modern Social Sciences, 1(1), 29-37.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal learning. Journal of Educational Psychology, 51(2), 267 -272.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune and Straton Inc.
Awofala, A. O. A. (2011). Is gender a factor in mathematics performance among Nigerian senior secondary students with varying school organization and location? International Journal of Mathematics Trends and Technology, 2(3), 17 – 21.
Babalola, I. T. (2015). Relationship between entry qualification and performance in A’level chemistry: A case study of school of basic and remedial studies in Yobe State University. African Educational Research Journal,3(2), 1-6.
Bamidele, E. F., & Oloyede, E. O. (2013). Comparative effectiveness of hierarchical flow chart and spider concept mapping strategies on students’ performance in chemistry.World Journal of Education, 3(1), 66-76.
Bamidele, E. F., Adetunji, A. A., Awodele, B. A., & Irinoye, J. (2013). Attitudes of Nigerian secondary school chemistry students towards concept mapping strategies in learning the mole concept. Academic Journal of Interdisciplinary Studies, 2(2), 1-12.
Doomin, (2008). Using an advance organizer to facilitate change in students’ conceptualization of the role of creativity in science.Chemistry Education Research and Practice, 9(2), 291 - 300.
Eke, G. E. (2008). Regulatory mechanism for sound chemicals management. A paper presented at the 1st mandatory training workshop of ICCON in Lagos, Nigeria.
Enekwechi, E. E. (2016). Effect of advance organizers in the teaching of chemistry in secondary schools: A case study of Anambra State. Proceedings of 39th CSN Annual International Conference
Eze, C. U.(2002). Effect of target task approach on students’ achievement in senior secondary school certificate physics and chemistry. 43th Annual STAN Proceedings.
Eze, C. U., Egbo, J. J., & Onyinye, O. C. (2018). Improving senior secondary school students’ achievement in chemistry through programmed instruction strategy. 59th Annual Conference Proceedings of Science Teachers Association of Nigeria, (Pp. 186-192).
Eze, G. N., & Ezeugo, O. G. (2018). Effect of concept-mapping on academic achievement of secondary school students in chemistry in Umunneochi Local Government Area, Abia State. 59th Annual Conference Proceedings of Science Teachers Association of Nigeria, (Pp. 200-206).
Ezeudu, F.O. (2013a). Influence of concept maps on achievement and retention of senior secondary school student in organic chemistry. Journal of Education and practice, 4(19), 35-43.
Fatoke, A. O., Ogunlade T. O., & Ibidiran, V. O. (2013).The effects of problem solving instructional strategy, numerical ability on students’ learning outcome in chemistry. International Journal of Engineering in Science,32 (10), 97-102.
Federal Ministry of Education, (2013). National policy on education ( 6th ed). NERDC, Press Lagos.
Federal Ministry of Education, (1989). National policy on education , NERDC, Press Lagos.
Festus, C., & Ekpete, O. A. (2012). Improving students’ performance and attitude towards chemistry through problem–based–solving techniques. International Journal of Academic Research in Progressive Education and Development, 3(1), 167 - 174.
Geir, D. (1999). Retrieved from http://home.Earth link net/Dougary/ITEC-800/final projects/Ausubel.
Hudson, A., & Keraro, V. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 413-420.
Huitt, W. (2005). Academic learning time educational psychology interacting. Vandosta, G. A: Vandosta State University.
Ifamuyiwa, A. S. (2011). The effect of behavioural objectives on students’ achievement in senior secondary school mathematics instructions when used as advance organizers. American Journal of Scientific and Industrial Research, 2(2), 129-135.
Igwe, I. O. (2002). Relative effect of framing andteam-assisted instructional strategies on students’ learning outcomes in selected difficult chemistry concepts in parts of Ibadan (Unpublished Ph.D. thesis). University of Ibadan.
Jack, U.G. (2014). The Effect of individual and collaborative concept mapping learning strategies on chemistry students’ anxiety and academic achievement. International Journal of Innovative Education Research, 2(3),9 -15.
Jegede, S. A. (2007). Students’ anxiety toward the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-97.
Karmes, M. (2005). The advance organizer in EDU 462: Methods in secondary social science. Retrieved from http://Abraham.cuaaedul-kalmesm/462sO3/proc/advorghtm.
Kigo, J. K., Okere, M., & Maghanga, C. M. (2018). A survey report on the effectiveness of advance organizers research as a teaching strategy. Kabarak Journal of Research and Innovation, 5(2), 19-26.
Lamidi, B. T., Oyelekan, O. S., & Olorundare, A. S. (2015). Effects of mastery learning instructional strategy on senior school students’ achievement in the mole concept. Electronic Journal of Science Education, 19(5), 1-20.
Matthew, C. N., & Onyejegbu, C. (2013). Effects of use of instructional materials on students’ cognitive achievement in agricultural science. Journal of Educational and Social Research, 3(2),103-107.
Mayer, R. (2002). The promise of educational psychology. New Jersey: Pearson Education Inc.
Mayer, R. (2003). Learning and instruction. New Jersey: Pearson Education Inc.
Mondal, B. C. (2013). A comparative study for teaching chemistry through inductive thinking model and advance organizer model. International Journal on New Trends in Education and their Implications, 4(3), 10 -21.
NERDC, (2009). Federal ministry of education senior secondary school curriculum: Chemistry for SSS1-3.
NERDC, (2004). National policy on education (4th ed.) Lagos.
Njoku, Z. C., & Akwali, C. P. (2016). Gender and school location as factors of students’ motivation to learn chemistry in Nigerian secondary schools. Journal of the Science Teachers Association of Nigeria, 51 (1), 117-125.
Nnoli, J. N. (2016). Assessment of available chemistry material resources and secondary school students’ level of acquisition of entrepreneurial skills. Journal of the Science Teachers Association of Nigeria,51(1), 127-140.
Novak, J. D., & Canas, A. J. (2008). The theory underlying concept maps and how to construct them: Technical report IHMC concept map tools in Florida institute for human and machine cognition Pensacola.Retrieved fromhttp://cmap.ihmc.us/publications /Researchpales/Theory underlying conceptmaps.pdf
Nwagbo, C., & Obiekwe, C. (2010). Effects of constructivist instructional approach on students’ achievement in basic ecological concepts in biology. Journal of the Science Teachers Association of Nigeria, 45(1&2), 26-35.
Ogunleye, B. O., & Babajide, V. F. T. (2011). Commitment to science and gender as determinants of students’ achievement and practical skills in physics.Journal of the Science Teachers Association of Nigeria, 46(1),125-135.
Ojo, M. O.(2001). Problems of teaching science and mathematics in Nigeria. A paper presented at the train the trainers workshop for science and mathematics teachers in colleges of education in six geo political zone in Nigeria.
Okereke, C.,& Onwukwe, E. O. (2011). Influence of gender, school location and the use of play –simulation on school achievement in chemistry. JORINY, 4(9), 1596-8303.Retrieved from http:// www.transcampus.org/journal.
Olorundare, A. S. (2014). Correlates of poor academic performance of secondary school students in the sciences in Nigeria. Paper presented at the Virginia State University, Petersburg Virginia USA (Pp.1-18).
Oloyede, O. I., & Demide, C. O. (2000). Enhancing transition from concrete to formal cognitive functioning for improved achievement in chemistry.African Journal of Research in Education,2(2), 129-134.
Oludipe, D. I. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in basic science. Journal of Educational and Social Research, 2(1), 93-99.
Omiko, A. (2017). Identification of the areas of students’ difficulties in chemistry curriculum at the secondary school level. International Journal of Emerging Trends in Science and Technology 4(4), 5071-5077.
Omondi, K. K., Keraro, F. N., & Anditi, Z. O. (2018). Effects of advance organizers on students’ achievement in biology in secondary schools in Kilifi County, Kenya. Frontiers in Education Technology, 1(2), 191-205.
Sukolatambaya, I. (2018). The effect of prior exposure to biology terminologies on academic achievement of public secondary school students in Dutsin-ma metropolis. Proceedings of 59th Annual Conference of Science Teachers Association of Nigeria (Pp. 169-177).
TanveeruzZaman, U., Farkhunda, R. C.,& Arshad, M. Q. (2015). Advance organizers help to enhance learning and retention. International Journal of Humanities Social Sciences and Education, 2(3), 45-53.
Turk, F., & Calik, M. (2007). Using different conceptual change methods embedded within 5E-model: A sample teaching of endothermic-exothermic reactions. Asia Pacific Forum on Science Learning and Teaching (Pp.295-355).
Udoh, M. E. (2011). Effects of reformulation of knowledge and expository teaching strategies on students’ performance in chemistry. An International Multi-disciplinary Journal, 3(3), 208-217.
Ugbe, A. U., & Worlu, J.D. (2012). Relative effectiveness of advance organizers teaching strategy on learning the concept of electrochemistry in Nigeria. Multidisciplinary Journal of Empirical Research, 10(1),1 -8.
Wachanga, S.W., Arimba, A. M., & Mbugua, Z. K. (2013). Effects of advance organizer teaching approach on secondary school students’ achievement in chemistry in Maara district, Kenya. International Journal of Social Science and Interdisciplinary Research, 2(2),24-36.
West African Examination Council. (2012). Chief examiners’ report. Yaba, Lagos: WAEC.
Woolfolk, A. (2001). Educational psychology (8thEd.). Boston: Allyn and Bacon.
Yazachew, A. T. (2014). Relationship of student attitude and achievement in chemistry with teacher’s classroom management. Journal of Elementary Education, 23(2), 27-38.
Yusuf, M. O., & Afolabi, A. O. (2010). Effects of computer assisted instruction on secondary students’ performance in biology. The Turkish Online Journal of Educational Technology, 9 (1).
Zayum, S. D. (2008). Performance enhancement skills for teachers of junior secondary school. Paper presented at Bauchi State SUBEB Workshop from January 28th to 31st.
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2020-10-31
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