Effects of Kitchen-Explanations Analogy Model and Gender on Senior Secondary School Students Achievement in Chemistry in Isolo, Lagos, Lagos State, Nigeria
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Date
2020
Authors
Okafor, N
Journal Title
Journal ISSN
Volume Title
Publisher
Plateau State Science Teachers’ Association of Nigeria, University of Jos, Nigeria.
Abstract
The aim of this paper was to determine the effect of kitchen-explanations analogy model strategy and gender on secondary school students’ achievement in chemistry Isolo, Lagos. Three null hypotheses guided the study. It was a quasi- experimental design with a sample of 101 students. Three instruments were used for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). Results show enhanced achievement of students taught with KEAM strategy over those taught with Conventional method. Also, boys out-performed girls in the experimental group. The paper concluded that boys’ performance over girls does not indicate male domination or girls’ inferiority complex in chemistry achievement. The paper suggests that Kitchen-Explanations Analogy Model (KEAM) pedagogy should be encouraged and promoted in the teaching of secondary school chemistry among male and female students. Also, Curriculum developers and Professional Associations like Science Teachers Association of Nigeria (STAN), Nigeria Educational Research and Development Council (NERDC) among others should ensure that KEAM strategy is incorporated into the science curricular at the junior and senior secondary school levels to encourage and popularize its use among the chemistry teachers in Lagos State and beyond.
Description
Scholarly article
Keywords
Achievement , Kitchen , Gender , Conventional Explanation , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Okafor, N. (2020). Effects of kitchen-explanations analogy model and gender on secondary school students achievement in chemistry in Isolo , Lagos State, Nigeria. Journal of Science, Mathematics and Technology Education Research (JOSMATER), 2(1),1-18. A Publication of the Plateau State Science Teachers’ Association of Nigeria, University of Jos, Nigeria.