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    Effects of Jigsaw Cooperative Learning Strategy on Senior Secondary Two Chemistry Students’ Understanding of Chemical Kinetics in Jos South LGA of Plateau State, Nigeria
    (East African Scholars Publisher, Kenya, 2019-05-27) Ephraim J.; Gongden, Ph.D; Dorcas P. John; Esther M. Gimba
    This study determined the effects of jigsaw cooperative learning strategy (JCLS) on chemistry students’ understanding of chemical kinetics in public and private secondary schools in Jos South LGA of Plateau state, Nigeria. The sample consisted of 78 students drawn from two co-educational schools. Random sampling technique was used to assign the students from each school into experimental and control groups. A rate of reaction understanding test, (RoRUT) with r= 0.79, was used as instrument for data collection. It contained five essay-type questions drawn from the senior secondary two chemistry curriculum on the topic, rates of chemical reactions. The data was analyzed using SPSS Statistics version 22. The findings revealed a significant difference between the posttest mean scores of students taught using JCLS and those taught using the lecture method with those taught with JCLS demonstrating better understanding of the concept. There was however, no statistically significant difference between the posttest mean achievement scores of male and female students taught the rates of chemical reactions using JCLS. The study also found out that the students from private schools demonstrated better understanding of the concept than students from public schools taught using JCLS. The study recommended that JCLS be used in the teaching of chemistry in secondary schools since the strategy influences both male and female students similarly. Necessary attention should be given to JCLS during teacher – training programs so as to equip chemistry teachers with the skills
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    Effects of Computer Assisted Instruction on Male and Female Students’ Achievement in Basic Science in Jos Metropolis, Plateau State, Nigeria
    (American Research Journal of Humanities Social Science (ARJHSS), 2019-01) Gongden, Ephraim Joel; Gongden, Esther Ephraim
    This study investigated the effects of computer-assisted instruction (CAI) on male and female students’ achievement in basic science in Jos metropolis, Nigeria. The study adopted pretest and posttest quasi experimental control group design with a sample of 153 Junior Secondary School two basic science students from two schools. These were randomly assigned into control and experimental groups. A Basic Kinetic Achievement Test, BKAT (r = 0.74) consisting of 30 multiple choice questions was used to collect pretest and posttest data. A CAI package on kinetic theory of matter was used as treatment instrument for experimental group while lecture method was used for the control group. Descriptive statistics and t- test for independent samples were used to analyze the data. The results showed statistically significant difference in the performances of students in the experimental and those in the control groups. However, there was no statistically significant difference in the achievements of male and female students taught using CAI. The study recommended that instructional materials such as computers and its accessories be provided by government and school administrators to facilitate quality teaching and learning. Teachers should be trained during pre-service and in-service programs to acquire skills in the use of CAI strategy.