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

Print

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

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