Description
Abstract
This project is on Efficacy of mastery learning on retention and performance in identified threshold concepts in chemistry among secondary school students in Kano municipal, Nigeria. Research in chemistry education has continued to seek for better approaches to teaching chemistry in order to bring about meaningful learning and to identify factors responsible for low conceptual understanding in chemistry among secondary school students (Onwu, 2002).Most of the concepts in chemistry are abstract therefore there is a need to employ teaching strategies that will breakdown the concepts being taught, so that there would be mastery of the abstract concepts, which would in turn improve the performance of the students in the threshold concepts of chemistry. Record of analysis of students’ results in Chemistry and other science subjects such as Physics and Biology for a number of years has revealed dismal failure, with Chemistry being the poorest (WAEC Annual Report, 2010- 2014) The chief examiners have attributed these failures to reasons like methodology, inability of teachers to involve students to actively participate in the lesson and lack of committed teachers. In view of this poor performance, the present study aims at investigating the efficacy of mastery learning on retention and performance in identified threshold concept in chemistry among senior secondary school students, Kano, Nigeria to see if it would improve the academic performance of SS11 students particularly in Enthalpy. The study would be unique to other studies in that it would be looking particularly on how to tackle the threshold concept (enthalpy) to get to the mastery of the subject.
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