Impact Of Process Approach On Questioning Preference, Academic Achievement And Retention Span Among Chemistry Students In Zaria Metropolis, Nigeria

📄 Project Abstract

This study investigated the Impacts of Process Approach onQuestioning Preference, Academic Achievementand Retention Span among Chemistry students in Senior Secondary School (SS2). A sample of 78 students selected from two secondary schools inZaria Metropolis were used as the study sample from a population of 1,241 students from 10 schools. The two schools randomly selected, were found after matching them, to be equivalent academically. One of the schools served as control group and the other serve as the experimental group which was exposed to science process teaching approach while the control group was exposed to lecture based instruction. Topics taught are state of matter, change of state, and kinetic theory of matter, Gas laws, Acid-Base reactions and chemical reaction. The choice of these concepts is considered suitable because they are some of the difficult areas student failed in exams. A researcher-developed Chemistry Achievement Test (CAT) with a reliability coefficient of 0.7...