Author, Subjects, Keywords

Cited Author

 
 
   » By Author or Editor
 » Browse Author by Alphabet
 » By Journal
 » By Subjects
 » Malaysian Journals
 » By Type
 » By Year
 » By Latest Additions
 
 
   » By Author
 » Top 20 Authors
 » Top 20 Article
 » Top Journal Cited
 » Top Article Cited
 » Journal Citation Statistics
 » Usage Since Sept 2007


 
 
 

Login | Create Account

Student and Teacher Related Variables as Determinants ofSecondary School Students Academic Achievement in Chemistry

Abuseji, Francis A., (2007) Student and Teacher Related Variables as Determinants ofSecondary School Students Academic Achievement in Chemistry. Jurnal Pendidikan (UKM), 32 . pp. 3-18. ISSN 01266020

[img]MS Word
927Kb

Official URL: http://www.ukm.my/jurfpend

Abstract

ABSTRAK: Kajian ini membina dan menguji sebuah model untuk menyediakan penjelasan secara kausal pencapaian kimia di kalangan pelajar sekolah menengah dari aspek pemboleh ubah-pemboleh ubah pelajar – jantina, tabiat pembelajaran, kebolehan matematik dan pemboleh ubah guru. Sebuah rekaan ex-post facto diadaptasi untuk kajian ini. Populasinya pula terdiri dari seluruh pelajar sekolah menengah tahun dua (SSII) dan guru mereka di Epe dan kawasan kerajaan tempatan Ibeju-Lekki di wilayah Lagos, Nigeria. Enam dan empat buah sekolah telah digunakan di dalam kedua-dua kawasam kerajaan tempatan itu. Sebanyak empat set instrumen atau alat digunakan; ianya adalah (i) Soalan Berkaitan Maklumat Peribadi Guru (PDQT), (ii) Kajian Inventori Tingkahlaku (SHI), (iii) Ujian Keupayaan Matematik (MAT), (iv) Ujian Pencapaian Kimia (CAT). Keputusan yang diperoleh menunjukkan bahawa 7.60% kepelbagaian kejayaan pelajar dalam mata pelajaran Kimia (X8) telah diambil kira oleh kesemua tujuh pemboleh ubah penentu apabila dinilai bersama. Ia juga menunjukkan bahawa hanya pemboleh ubah – usia guru (X1), jantina guru (X2), kelayakan (X3) dan pengalaman (X4) mempunyai kesan secara langsung terhadap keupayaan pelajar dalam mata pelajaran Kimia (X8). Cadangan berdasarkan kepentingan pemboleh ubah turut dikemukakan.

ABSTRACT: The study constructed and tested a model for providing a causal explanation of secondary school achievements in chemistry in terms of student variables – gender, study habit, mathematical ability and teacher’s variables – gender, age, qualification and years of experience. An ex-post facto design was adopted for the study. The population was made up of all senior secondary school year two (SSII) students and their teachers in Epe and Ibeju-Lekki local government areas of Lagos state, Nigeria. However, six and four schools were used in the two local government areas respectively. Four sets of instrument were used; these were, (i) Personal Data Questionnaire for Teachers (PDQT) (ii) Study Habit Inventory (SHI) (iii) Mathematical Ability Test (MAT) and (iv) Chemistry Achievement Test (CAT). The results showed that 7.60% of the variability in students’ achievement in chemistry (X8) was accounted for by all the seven predictor variables when taken together. It was also revealed that only four of the variables-teacher age (X1), teacher gender (X2), qualification (X3) and experience (X4) had direct causal effect on student’s achievement in chemistry (X8). Recommendations based on the importance of these variables were then highlighted.

Item Type:Journal
Keywords:Chemistry, Study and teaching, Secondary schools, Assessment
Subjects:L Education
ID Code:8347

Adejumobi, S. A. & Ivowi, U. M. O. 1992. Comprehensive Education for Nigeria. West African Journal of Education 10(2): 257-266.

Adeniji, I. A. 1999. A Path Analytic Study of Some Teacher Characteristics and Teacher Job Performance in Secondary School in Ogun State, Nigeria. Unpublished Ph. D Thesis, University of Ibadan, Ibadan.

Adeyegbe, S. O. 1992. Science Education in Nigeria. Current Issues and Problems. A Paper Presented at the British Council Organised Course on Science Teachers’ Educational Framework for Professional Development. University of London, 24th March - 10th April.

Agusiobo, B. C. 1998. Laboratory and Resource Utilisation, Funding and Management by Integrated Science Teachers. African Journal of Education 1(1): 29-36.

Asubel, D. P. 1970. Educational Psychology. Cognitive M. J. View. Holt, Rinehart and Winston. New York.

Baikie, A. 2000. Enriching Science, Technology and Mathematics Education in Nigeria;Problems and Prospects. 41st Annual Conference Proceedings of STAN 3-12.

Bajah, S. I. 1999. The Challenges of Science Technology and teacher Education in Nigeria

Beyond the Year 2000. African Journal of Education 1(91): 43-49.

Bilesanmi, J. B. 1999. A Causal Model of teacher Characteristics and Students’ Achievement in Some Ecological Concepts. Unpublished Ph. D Thesis, University of Ibadan, Ibadan.

Blalock, H. M. 1964. Causal Inferences in Non – Experimental Research. Chapel Hill: University of North Caroline Press.

Bryant, L. T. & Doran, R. L. 1977. A Path Analysis Model of Secondary School Physics Enrolment. Journal of Research in Science Teaching 14(3): 177-179.

Darling – Hammond, L. 2000. Teacher Quality and Student Achievement: A Review of a State Policy Evidence. Educational Policy Analysis Archives 8(1).

Duncan, O. D. 1966. A Path Analysis: Sociological Examples. American Journal of Sociology 72(1): 1-16.

Erinosho, S. H. 1994. Nigerian Women in Science and Technology. Gender and Education 6(2).

Ezeudu, F. O. 1995. Effects of Concepts Maps on Students’ Achievement, Interest and Retention in Selected Units of Organic Chemistry. Unpublished Ph. D. Thesis. University of Nigeria, Nsukka.

Fettler. 1999. The Relationship Between Measures of a Teacher’ Experience with Mathematics and Educational Level and Student Achievement in Mathematics in the Critical Importance of Well – Prepared Teachers. U. S. Department of Education.

Friedman, S. J. 2000. How Much of a Problem. A Reply to Ingersoll’s The Problem of Under – Qualified Teachers in American Secondary Schools. Educational Researcher 29(5): 18-20.

Gagne, R. M. 1970.The Conditions of Learning. New York: Holt, Rinehart and Winston.

Greenwald, R. Hedges, L. V. & Laine, R. D. 1996. The Effect of School Resources in Student Achievement. Review of Educational Research 66(3): 361-396.

Hansen, J. B. 1988. The Relationship of Skills and Classroom Climate of Trained and Untrained Teachers of Gifted Students. Unpublished Dissertation, Purdue University, Indiana.

Habor-Peters, V. F. 1994. Teacher Gender by Student Gender Interaction in Senior Secondary School Three Students’ Mathematics Achievement. The Nigerian Teacher Today 3(1 & 2).

Igwe, D. O. 1990. Science Teachers Qualification and Students Performance in Secondary Schools in Kano State. Journal of STAN 26(2): 47-51.

Ingersoll, R. M. 1999. The Problem of Under – Qualified Teachers in American Secondary Schools. Education Researcher.

Isonio, S. & Cooperman, C. 1992. Relationship Between Grades in Speech Communication and Eligibility for Various English Writing Courses. A Research Report Presented at Golden West College, California, Huntington Beach.

Joseph, E. U. 1996. Gender Differences in Senior Secondary School Chemistry Performance in Akwa – Ibom State. In E. N. Okpara (ed) Gender Issues in Education and Development. A Book of Readings 8: 189-195.

Lagowski, J. I. 1994. Chemistry Problem – Solving Abilities, Gender, Reasoning Level and Computer Simulated Experiments. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching. Anaheim, C. A., 26-29.

Miller, D. B. 1984. Personal Vitality. Reading, Addison – Wesley Publishing Company.

Naiz, M. 1993. Research and Teaching Problem – Solving in

Science. Journal of College Science Teaching 23(91): 17-24.

Nworgu, B. G. 1997. Methods and Media in Science Instruction. Lead Presentation at Annual Conference of Association for Promoting Quality Education in Nigeria (APQEN), Enugu State Chapter, March 10-14.

Repository Staff Only: item control page
 
 
 
 
 
 
© Copyright 2007 MyAIS Faculty of Computer Science and Information Technology, University of Malaya – All Rights Reserved. Malaysian Abstracting and Indexing System is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.