The relative effectiveness of four teaching-learning situations on the achievement of students on selected topics in general chemistry
Date of Publication
1993
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Chemistry
Subject Categories
Chemistry
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Melecio Deauna
Defense Panel Chair
Anamy Ma. C. Paano
Defense Panel Member
Bee Ching U. Ong
Rose Marie Salazar-Clemena
Adelaida Bago
Gerardo C. Janairo
Abstract/Summary
Using a 4 x 2 fixed effects factorial design, the study investigates the relative effectiveness of four teaching-learning situations and the educational attainment of fathers on the achievement of students on selected topics in general chemistry. Results of the study revealed no significant differences on the achievement of students subjected to the four teaching-learning situations except on those subjected to homework's but no tests which turned out significantly higher when compared to the achievement of those who neither had homework's nor tests. There was also no significant difference in achievement among students grouped according to the educational attainment of the father. No significant interaction was found between teaching-learning situation and students' grouping with regard to achievement in midterm test. The study recommends the giving of more homework's to enhance academic performance of students and that similar studies be conducted in other areas of Chemistry and other disciplines involving students of different mental ability groups.
Abstract Format
html
Language
English
Format
Accession Number
TG02188
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
122 leaves ; Computer print-out
Keywords
Effective teaching; Chemistry--Study and teaching; Academic achievement; College freshmen; Learning ability; Mariano Marcos State University--Students
Recommended Citation
Natividad, W. C. (1993). The relative effectiveness of four teaching-learning situations on the achievement of students on selected topics in general chemistry. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/699