ORDER OF TREATMENT OF RELATED MATHEMATICAL PRINCIPLES, GENDER AND ABILITY LEVELS: EFFECT ON STUDENTS PERFORMANCE IN CHEMISTRY QUANTITATIVE PROBLEMS BY DR. N. E. U. INYANG and MR. A. U. ARCHIBONG

ABSTRACT
The study investigated the Effect of Exposing Senior Secondary students to selected Mathematical Principles on their Performance in Chemistry Quantitative problems. In conducting this research study three instructional models were envisaged:
(i) Control Group in which subjects were exposed to concurrent treatments of quantitative problems and related Mathematical Principles;
(ii) Experimental Group I in which subjects exposed to Chemistry Quantitative problems before treatment of related mathematical Principles, and;
(iii) Experimental Group 2 where subjects were taught related mathematical principles before quantitative problems.
The 161 subject used in the study were pretested with Mathematics Ability Test (MAT) and Chemistry Quantitative Ability Test (CQAT) before treatments and later post-tested with CQAT after treatments. Results from data analysis revealed that irrespective of gender and ability level of the student, an instructional model in which selected related mathematical principles were taught before Chemistry Quantitative Problems was most effective in understanding Chemistry Quantitative problems. Recommendations involving Chemistry curriculum design and curriculum implementers – textbooks writers and teachers were made.