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.
Description
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.