21st-Century laboratory instruction and students’ academic achievement and anxiety level in acid-base titration in chemistry
Dr. AU Nwanekezi, Nwafor CL, Ndukwe UE
The study investigated 21st-century Laboratory instruction and Students’ Academic Achievement and Anxiety Level in acid-base titration in chemistry. The area of the study was Port Harcourt Local Government Area in Rivers State. The population for the study consisted of all Senior Secondary School Two Students in Port Harcourt. The sample size consisted of 100 chemistry students in two intact classes. The students were randomly placed as experimental and control groups each with 50 students. A quasi-experimental pretest-posttest research design was used for the study. The students in the experimental group were taught using laboratory method while the control group was taught using demonstration method for the period of six weeks. Two instruments; Acid-Base Titration Achievement Test (ABTAT) and Students’ Anxiety Scale Questionnaire (SASQ) with a reliability index of 0.79 was used to collect data for the study. Performances of the two groups were compared using their posttest mean scores. The major findings from the study are: Students taught using laboratory method recorded high academic achievement than those taught using demonstration method. The anxiety level of students taught using laboratory method tended to be low when compared with students taught using demonstration method. Based on the findings, the following recommendation was made: Chemistry teachers should be encouraged to use laboratory method of teaching so as to help students learn abstract concepts.
Dr. AU Nwanekezi, Nwafor CL, Ndukwe UE. 21st-Century laboratory instruction and students’ academic achievement and anxiety level in acid-base titration in chemistry. International Journal of Multidisciplinary Research and Development, Volume 5, Issue 5, 2018, Pages 59-62