AugmentedWorld

Asakle, Shadi; Barak, Miri

doi:10.4324/9780429323058-9

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…The finding is not consonance with the findings of George et al [17] who observed that there is no significance difference in achievement among male and female students taught general science in both school locations using innovative teaching method like GLM. But the findings is in line with that of Asakle and Barak [22] who noted that a significant difference do not exist in achievement among school locations when students are exposed to generating platform as a means of promoting 21st century skills in Asia using innovative teaching method like GLM. The significant differences that exist between the two school locations could be as a result of urban located school students understanding more of known thing in other subject area before going to unknown things in the Chemistry concept used in the study which GLM is known for.…”

Section: Influence Of School Location On Chemistry Students Taught Wi...supporting

confidence: 88%

“…The authors opined that urban students taught newton's laws of motion using innovative teaching method achieved better than their rural and semi urban students not minding their gender and innovative teaching method may equally help in improving other students' academic achievement other than urban students. Similarly, Asakle and Barak [22] noted that a significant difference do not exist in achievement among school locations when students are exposed to generating platform as a means of promoting 21st century skills in Asia using innovative teaching method. Anderson and Wall [20] reported that gender achievement has nothing to do with school location in Physics concept in northern Europe when the students are taught with innovative teaching method GLM.…”

Section: Introductionmentioning

confidence: 99%

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Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry

Obikezie,

Nwuba,

Ibe

2023

Eureka: J. of Educational Res.

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This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.

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Section: Influence Of School Location On Chemistry Students Taught Wi...supporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry

Obikezie,

Nwuba,

Ibe

2023

Eureka: J. of Educational Res.

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“…This fact is consistent with some descriptions of the characteristics of understanding scientific concepts, that is, understanding scientific concepts is not as intuitive and self explanatory as understanding daily concepts, but often requires an abstract thinking process of metaphor and modeling (Asakle & Barak, 2020;White & Frederikson, 2009). Unfortunately, the general teaching of buoyancy does not seem to be well aware of this key point.…”

Section: Student Learning Of Buoyancysupporting

confidence: 79%

Improving Lower Secondary School Students’ Knowledge Integration of Buoyancy Through Enhancing Their Understanding of the Nature of Buoyancy

Zou,

Xue,

Jin

et al. 2023

JBSE

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In recent years, developing students’ knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students’ understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students’ understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students’ understanding of the nature of the specific scientific concept may be a new direction for future research. Keywords: conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy

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Knowledge and Skills of University Students in Chemistry-Related Departments as Expressed in a Specially Designed Escape-Room

Avargil

2022

J Sci Educ Technol

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AugmentedWorld

Cited by 3 publications

References 1 publication

Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry

Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry

Improving Lower Secondary School Students’ Knowledge Integration of Buoyancy Through Enhancing Their Understanding of the Nature of Buoyancy

Knowledge and Skills of University Students in Chemistry-Related Departments as Expressed in a Specially Designed Escape-Room

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