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IMPROVING SECONDARY SCHOOL STUDENTS’ RETENTION IN PRACTICAL CHEMISTRY THROUGH THE USE OF PROBLEM-SOLVING SKILLS STRATEGY: THE MODERATING INFLUENCE OF GENDER
Abstract:
Effective learning and retention of practical skills in chemistry are crucial for secondary school students to develop a strong foundation in the subject. However, students often face challenges in retaining the knowledge and skills acquired during practical chemistry experiments. This study aims to investigate the effectiveness of utilizing a problem-solving skills strategy to improve students' retention in practical chemistry, while exploring the moderating influence of gender on the outcomes.
The research employed a mixed-methods approach, including quantitative assessments and qualitative interviews, to gather comprehensive data. A sample of secondary school students was selected, and they were divided into experimental and control groups. The experimental group received instruction in problem-solving skills, while the control group followed the conventional teaching approach. The intervention was carried out over a specific period, and the students' retention of practical chemistry knowledge was assessed using pre- and post-tests.
The quantitative analysis of the data involved statistical techniques such as t-tests and analysis of covariance (ANCOVA) to determine the impact of the problem-solving skills strategy on students' retention. Additionally, the moderating influence of gender was examined through interaction effects. The qualitative interviews provided valuable insights into students' perceptions, experiences, and challenges regarding the intervention.
The findings revealed that the problem-solving skills strategy significantly improved students' retention of practical chemistry knowledge compared to the conventional teaching approach. Moreover, the results indicated that gender played a moderating role. Female students benefited more from the problem-solving skills strategy in terms of retention than their male counterparts.
The study's implications highlight the importance of incorporating problem-solving skills strategies in practical chemistry instruction to enhance students' retention. Additionally, considering the moderating influence of gender can help educators tailor instructional approaches to address the specific needs and preferences of male and female students. The findings contribute to educational research by providing empirical evidence on effective strategies to improve students' retention in practical chemistry, while considering gender differences.
Keywords: practical chemistry, retention, problem-solving skills, secondary school students, gender, instructional strategies.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
IMPROVING SECONDARY SCHOOL STUDENTS’ RETENTION IN PRACTICAL CHEMISTRY THROUGH THE USE OF PROBLEM-SOLVING SKILLS STRATEGY: THE MODERATING INFLUENCE OF GENDER. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
