Effects Of Computer Animation and Flipped Learning Pedagogies on Secondary School Students Acquisition of Problem Solving Skills in Chemistry

Simple item page
dc.contributor.authorOkafor, N
dc.date.accessioned2022-10-04T08:38:17Z
dc.date.available2022-10-04T08:38:17Z
dc.date.issued2017
dc.descriptionScholarly articleen_US
dc.description.abstractChemistry education protagonists have emphasized that the teaching of secondary school chemistry should be geared towards students acquiring basic skills for solving personal and societal problems that could engender employment and wealth creation. This study has examined the effect of computer animation and flipped learning pedagogies on secondary school students' acquisition of problem-solving skills in chemistry. Two research questions guided the study. The study involves a quasi-experimental research design where intact classes were subjected to two treatments and a conventional method (control) with gender as moderator variable. A sample of 144 was drawn from three Model Secondary Schools in South-East, Nigeria. Four research instruments were used in data collection. Data were analyzed using Analysis of Covariance (ANCOVA) and Fisher's T-test. The results show that participants exposed to flipped learning pedagogy acquired the highest problem-solving skill than those exposed to computer animation and conventional pedagogies. There was no gender difference between girls and boys on problem-solving skills acquisition. The study recommends that chemistry teachers should employ activity-oriented pedagogies that could engender problem-solving skills acquisition in their classroom instructions. The study concludes that the goal of education should be to provide adequate learning opportunities that exposes students to acquisition of appropriate skills at both cognitive and non-cognitive domains as well as foster their career aspirations beyond the field of chemistry education.en_US
dc.description.sponsorshipAuthoren_US
dc.identifier.citationOkafor, N. P. (2017). Effects of computer animation and flipped learning pedagogies on secondary school students’ acquisition of problem solving skills in chemistry. Nigerian Journal of Curriculum Studies. 24(4), 38-57. Journal of Curriculum Organization of Nigeria (CON), Faculty of Education, Ebonyi State University, Abakaliki.en_US
dc.identifier.issnISSN: 0189-9465
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11642
dc.language.isoenen_US
dc.publisherCurriculum Organisation of Nigeriaen_US
dc.subjectGenderen_US
dc.subjectAdobe Flash Playeren_US
dc.subjectVideo-tapeden_US
dc.subjectPillars of Flips-Learningen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleEffects Of Computer Animation and Flipped Learning Pedagogies on Secondary School Students Acquisition of Problem Solving Skills in Chemistryen_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Effects of computer animation and flipped learning pedagogies.pdf
Size:
6.51 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Science and Technology Education- Scholarly Publications