Effects of collaborative and competitive learning strategies on senior secondary students’ academic achievements in environmental related concepts in chemistry
| dc.contributor.author | Owoyemi, T. E | |
| dc.date.accessioned | 2020-03-04T09:43:41Z | |
| dc.date.available | 2020-03-04T09:43:41Z | |
| dc.date.issued | 2018 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | Chemistry plays important roles in critical areas such as efficient production and preservation of foods that are healthy, developing new processes for energy generation, industrial production and in the creation of better, cheaper and more robust field methods for environmental monitoring and impact assessment. Therefore, the study of chemistry is very much related to the United Nations Millennium Development Goals (MDGs), especially as it relates to food security and environmental sustainability. Hence, the need to teach chemistry in such a way that it would promote knowledge, values and skills needed by students to be relevant in the 21st century society. Using quasi-experimental design and 133 SSS2 Chemistry students from three randomly selected secondary schools, this study investigated the effects of collaborative and competitive learning strategies on students’ academic achievement in environmental related concepts in chemistry with gender as a moderating variable. Data were collected through administration of Chemistry Achievement Test (CAT) and analysed using ANCOVA at 0.05 level of significant. The results of this study showed that there is a significant main effect of treatment on students’ achievement in environmental related concepts selected. However, Scheffe Post Hoc analysis revealed that collaborative learning group performed significantly better than competitive learning group and each experimental group is academically superior to the control group. There is no significant effect of gender in any form on students’ achievement observed. Based on the study findings, it was recommended that Chemistry teachers should adopt collaborative learning strategy in order to enhance students’ academic achievement in chemistry. | en_US |
| dc.identifier.citation | Owoyemi, T.E. (2018). Effects of collaborative and competitive learning strategies on senior secondary students’ academic achievements in environmental related concepts in chemistry, Journal of Science Teachers association of Nigeria, Abuja, 53, 54-67. | en_US |
| dc.identifier.issn | 0795-7270 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/8025 | |
| dc.language.iso | en | en_US |
| dc.publisher | Journal of Science Teachers' Association of Nigeria | en_US |
| dc.relation.ispartofseries | Journal of Science Teachers association of Nigeria;Vol.53 | |
| dc.subject | collaborative | en_US |
| dc.subject | competitive | en_US |
| dc.subject | learning strategies | en_US |
| dc.subject | Environmental related concept | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Effects of collaborative and competitive learning strategies on senior secondary students’ academic achievements in environmental related concepts in chemistry | en_US |
| dc.type | Article | en_US |