EFFECTS OF GENDER AND ORDER OF TREATMENT OF RELATED MATHEMATICAL PRINCIPLES ON STUDENTS’ PERFORMANCE IN CHEMISTRY QUANTITATIVE PROBLEMS by Dr. N. E. U. Inyang and Albert U. Archibong

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ABSTRACT
This study investigated the ejects of exposing senior secondary school students of different gender to selected mathematical principles on their performance in quantitative problems in Chemistry. Subjects were exposed to three different instructional models: those in the control group were exposed to treatment of Chemistry quantitative problems with related Mathematical Principles; those in experimental group l were exposed to quantitative problems in Chemistry before treatment of related mathematical principles, while those in experimental group 2 were subjected to related Mathematical principles before treatment of quantitative problems in Chemistry. Post-test data on Chemistry Quantitative Ability Test(CQAT) collected and analysed using t-test and ANOVA revealed that an instructional model in which related mathematical principles were taugbt first before chemistry “quantitative problems was most effective in understanding quantitative problems in Chemistry irrespective of gender.
Recommendations with regard to the handling of related Mathematics principles in Chemistry teaching were made.

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CITE – Inyang, N. E. U. and Archibong, A. U. (1998). “Effect of Gender and order of Treatment of Related Mathematical Principles on Students Performance in Chemistry Quantitative Problems”. Nigerian Education Journal 2(1), June, pp. 1 – 6.

Prof. Nsedu Inyang

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Professor N.E.U. Inyang has always been a teacher. He started as an Assistant Science Master at Duke Town Secondary School, Calabar. From 1976 till date he has taught in various institutions. He was appointed Acting Head, Department of Science Education in Uniuyo from 1994-1998 and promoted Associate and full Professor of Science Education in 1999 and 2002 respectively. He has taught undergraduate courses in Science Education, supervised undergraduate projects and jointly supervised Masters and Ph.D dissertations and theses both in University of Uyo and during his sabbatical leave to Nnamdi Azikiwe University, Awka.

Prof. Nsedu Inyang served in various capacities in the Science Teachers‘ Association of Nigeria (STAN) at both State and National levels. It was during his tenure as Chairman of Akwa Ibom State branch of STAN, He that Akwa Ibom State Branch was adjudged the best branch of the year for an outstanding membership among other achievements. Prof. Inyang served the Akwa Ibom State Government as a resource person at various workshops for primary and secondary school science and mathematics teachers.

Prof. Nsedu Inyang has been engaged in a number of Editorial services. He jointly published Integrated Science Workshop proceedings on the Integrated Science Curriculum in the 3 3 system Secondary Education in 1981. He jointly edited a book of readings on science and society 1997. He is editorial adviser of the integrated Science Education series of Integrated Science Panel of STAN and an author of the Basic Science of the University Press Plc, Ibadan, Nigeria.

To date, Prof. Nsedu Inyang has 45 publications to his credit made up of 22 journal articles and 23 book chapters, many of which can be accessed on this knowledgebase. He attended and presented several the keynote addresses and lead papers at conferences, some of which includes Teacher’s Day in 2009 at the Akwa Ibom State rally of NUT and a motivational talk at the Mobil/NNPC/Akwa Ibom State Science quiz, facilitated by the Akwa Ibom State Branch of STAN etc.

Prof. Nsedu Inyang has played a number of leadership roles in his christian life. He is happily married and is blessed with successful children.
His personal knowledgebase and website can be accessed via www.nseduinyang.com.ng

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