Impact Of Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (Pocilsim) on Students’ Learning Strategies Use and Academic Achievement in Chemistry

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dc.contributor.authorOkafor, N
dc.contributor.authorOkunuga, O.R.
dc.contributor.authorAkanbi, A.A.
dc.date.accessioned2022-10-07T08:59:35Z
dc.date.available2022-10-07T08:59:35Z
dc.date.issued2022
dc.description.abstractThis study investigated the relationship between learning strategies and the academic achievement of chemistry students. Three research questions guided the study. A correlation survey research design was used. Four hundred and twenty one (421) Senior Secondary (II) chemistry students in twelve (12) intact chemistry classes from nine public schools in Lagos State, Nigeria participated in the study. Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (POCILSIM) was used as the learning strategy intervention. Learning Strategies Scale (LSS), and Chemistry Achievement Test (CAT) were used for data collection. Mean, Standard deviation, and t-test were used to analyze the data collected. AMOS 26 was employed to calculate the path coefficient and goodness of fit statistics. Findings showed that the learning strategies used by the students improved after they were exposed to learning strategies intervention; high achievers students use more of the higher-order learning strategies such as metacognitive self-regulation skills than the average and the low achievers; learning strategies have a significant positive relationship with academic achievement, it, therefore, contributed significantly to improve achievement in chemistry, however, the strength of the relationship is low. Also, the metacognitive self-regulation skill strategy has the highest correlation with chemistry students’ achievement while the effort regulation strategy has the least. In addition, learning strategies have equal variances between male and female students. Based on the findings, it is recommended that the policymakers should approve the inclusion and teaching of learning strategies using POCILSIM in the national curriculum at all levels.en_US
dc.description.sponsorshipThe Authorsen_US
dc.identifier.citationAkanbi, A.A., Okafor, P.N. & Okunuga, O.R. (2022). Impact of process oriented cooperative inquiry learning strategic instruction method (POCILSIM) on students’ learning strategies used and academic achievement in chemistry. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 4 (1), 57-68. A Publication of the Department of Science and Technology Education, Faculty of Education, University of Lagos, Akoka.en_US
dc.identifier.urinojest.unilag.edu.ng
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11696
dc.language.isoenen_US
dc.publisherDepartment of Science and Technology Education, Faculty of Education, University of Lagos, Akoka.en_US
dc.subjectAcademic achievementen_US
dc.subjectGoodness of fiten_US
dc.subjectPath coefficienten_US
dc.subjectLearning strategiesen_US
dc.subjectPOCILSIMen_US
dc.titleImpact Of Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (Pocilsim) on Students’ Learning Strategies Use and Academic Achievement in Chemistryen_US
dc.typeArticleen_US
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