Mathematics and chemistry senior school certificate results,gender and attitude as predictors of achievement in physical chemistry course
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Date
2007
Authors
Owoyemi, T. E
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Publisher
African Journal of Educational Research
Abstract
The research work examines the extent to which mathematics and chemistry senior secondary school certificate (SSCE) results, gender and attitude of students can predict students’ achievement in physical chemistry course. An ex post facto research design was adopted since there was no manipulation of the independent variables. Results of fifty seven National Certificate in Education (NCE) chemistry students in Ekiti State College of Education were collated for analysis. A regression model was used to determine whether there is a linear relationship between physical chemistry result and the independent variables and to ascertain which of the variables can be used to predict achievement in physical chemistry course. This study shows that mathematics and chemistry SSCE results are the most important predictors of achievement in the course while attitude and gender do not influence the performance. The relative predictive power of SSCE Mathematics to the students’ achievement in Physical Chemistry doubles that of SSCE Chemistry. The relative explanatory importance of SSCE Mathematics obtained is 0.755 when controlling Chemistry knowledge whereas that of Chemistry is 0.350 when Mathematics is controlled. Specific recommendations are given curriculum planners and policy makers to make achievement in mathematics and chemistry prerequisites to offering chemistry in higher institutions so as to improve student learning
Description
Staff publications
Keywords
Mathematics , Chemistry , National Certificate in Education , Senior secondary school certificate examination , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Owoyemi, T. E. (2007). Mathematics and chemistry senior school certificate results,gender and attitude as predictors of achievement in physical chemistry course. African Journal of Educational Research, 11, (1 & 2), 27-34, (Ibadan). Department of Teacher Education, Faculty of Education,University of Ibadan