Chemistry Games With Kitchen Resources and Students’ Academic Performance in Electronic Configuration

Nja, Cecilia Obi

doi:10.2139/ssrn.3863634

Cited by 1 publication

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, there was complete absence of interaction between the students. Findings of this study corroborate that Findings of this study corroborated that of Nja [9] which Findings showed that teaching electronic configuration using kitchen resources to play games enhanced the academic performance of Chemistry students. There was a significant relationship between students' academic achievement when taught electronic configuration with kitchen games and without while No gender related difference was found.…”

Section: Discussion Of Findingssupporting

confidence: 87%

“…Nja [9] explored teaching chemistry games with kitchen resources and students 'academic performance in electronic configuration. The study adopted quasi-experimental design using Configuration Kitchen resources such as green, brown red, white and multi colored beans to play electronic configuration games with 100 students drawn from two secondary schools in Calabar Education Zone of Cross River State.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

Etokeren

Abosede

2021

AIR

View full text Add to dashboard Cite

Background: This study investigated the effect of games teaching approach on students’ academic performance in IUPAC inorganic nomenclature in Senior Secondary Schools in Rivers State, Nigeria. Quasi-experimental design, specifically pre-test post-test control groups was adopted. The sample comprised 93 Senior Secondary 2 and 3 chemistry students Methods: The instrument was IUPAC Inorganic Nomenclature Performance Test validated by two Science Education Lecturers and one expert in Measurement and Evolution. The reliability coefficient of 0.87 of the instrument was determined by test-retest method. Mean and standard deviation were used to answer the research questions and hypotheses tested at 0.05 level of significance using Analysis of Variance. Results: There was a significant difference in the performance of students taught IUPAC inorganic nomenclature with games approach and those with lecture method. Students taught with games approach performed significantly better in the performance test than those taught with lecture method. There was no significant gender based difference in performance, however, significant difference based on class level was obtained. It was recommended among others that, chemistry teachers should incorporate suitable educational games in teaching chemistry and also motivate students towards learning of chemistry.

show abstract

Section: Discussion Of Findingssupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%