Computer-Based Science Simulations, Guided-Discovery and Students’ Performance in Chemistry

Udo, Mfon Effiong; Etiubon, Rebecca U.

doi:10.5539/mas.v5n6p211

Cited by 13 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some studies have indicated positive and significant effects in favor of computer simulation (Udo and Etiubon, 2011;Plass et al, 2012;Ezeudu and Okeke, 2013;Sentongo et al, 2013;Kotoka and Kriek, 2014;Okwuduba et al, 2018;Nnadi, 2019;Farkhanda and Muhammad, 2020;Jack et al, 2020;Adah, 2021).…”

Section: Computer Simulationmentioning

confidence: 99%

Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation

et al. 2022

View full text Add to dashboard Cite

The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independent t-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom.

show abstract

Section: Computer Simulationmentioning

confidence: 99%

Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Obanyan ( 2010) maintain that science teachers should have the ability in creating suitable learning experiences during practical to mirror an environment for exploring self, solving problems, reasoning inductively and self-regulatory skills in order to provide lifelong learning. Furthermore, enhanced performance and retention of concepts can be gained by deliberate practice and engagement in active learning by means of guided-discovery (Udo & Etiubon, 2011;Koole et al, 2012). This comes with experience and confidence in carrying students along.…”

Section: B Teachers' Role and Practical Work Experiencementioning

confidence: 99%

Teacher Self-regulatory Skills and Science Students’ Practical Achievement on Rate of Chemical Reaction in Senior Secondary School, Uyo, Nigeria

Etiubon

Etiubon²,

Okon³

2022

EJEDU

View full text Add to dashboard Cite

Effective engagement in practical work enables science students to acquire abilities, skills, competence and understanding of laboratory practical knowledge. The study investigates teacher self-regulatory skills in laboratory practice and students' academic achievement on the rate of chemical reaction in science. Eighty (80) science teachers and eighty (80) senior secondary science students were randomly selected from fourteen schools in Uyo Local Government Area of Akwa Ibom State, using the technique of purposive sampling. Three research questions and three hypotheses tested at a 0.05 level of significance guided the study. The study utilized ex-post facto design as the independent variables of teacher self-regulatory skills, gender and experience are variables that have already occurred, and the researchers had no direct control over them. A 20-item multiple choice Achievement Test on Rate of Chemical Reaction and Questionnaire on Teacher Self-regulatory skills were instruments used for data collation. Mean, Standard Deviation, t-test and multivariate analysis of variance were used for analysis. Results show that teacher self-regulatory skills have a significant effect on practical achievement on rates of chemical reactions. There exists no significant difference in the achievement mean scores of science students based on gender with regards to teacher self-regulatory skills.; but the significant difference exists in the achievement mean scores of science students based on teachers' teaching experience given their self-regulatory skills. Recommendations amongst others were that science teachers should apply effective use of self-regulatory skills in teaching and understanding of the rate of chemical reactions.

show abstract

“…Como estratégia de facilitar o ensino de Química em sala de aula, Udo (2011) propôs em simular a Ciência através de pacotes de software com alunos do secundário na Nigéria. Dois grupos de alunos foram analisados: o primeiro recebeu uma aula através do simulador e o outro uma aula tradicionalista (exposição oral tradicional).…”

Section: Ensino De Química E a Necessidade De Uma Abordagem Contextualizadaunclassified

Contextualized Approach of Pesticides Subject: A Proposal for Teaching Chemistry

Medeiros¹,

Goulart²,

Santos³

2016

PTQ

View full text Add to dashboard Cite

Pesticides are chemicals that aim to control pests in agriculture, livestock, and household cleaning purposes. The use of the theme as a guideline for working chemical concepts is of great interest in the field of Chemistry Teaching, especially when applied in the area of Environmental Chemistry, Analytical Chemistry and Organic Chemistry, as a major concern in Chemical Science, is the way how educators contextualize their specific subjects with their students. After conducting interviews with six chemistry teachers who teach in Chemistry Course, the theme pesticides was contextualized in the specific disciplines of the Course, using data supplied by teachers and by gathering information in scientific articles and books. By this all, an educational copybook was produced.

show abstract

Computer-Based Science Simulations, Guided-Discovery and Students’ Performance in Chemistry

Cited by 13 publications

References 4 publications

Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation

Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation

Teacher Self-regulatory Skills and Science Students’ Practical Achievement on Rate of Chemical Reaction in Senior Secondary School, Uyo, Nigeria

Contextualized Approach of Pesticides Subject: A Proposal for Teaching Chemistry

Contact Info

Product

Resources

About