The relative effectiveness of four teaching-learning situations on the achievement of students on selected topics in general chemistry

• Main Author: Natividad, Wilma C.
• Format: text
• Language: English
• Published: Animo Repository 1993
• Subjects: Effective teaching; Chemistry > Study and teaching; Academic achievement; College freshmen; Learning ability; Mariano Marcos State University > Students; Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/699
• Institution: De La Salle University

Using a 4 x 2 fixed effects factorial design, the study investigates the relative effectiveness of four teaching-learning situations and the educational attainment of fathers on the achievement of students on selected topics in general chemistry. Results of the study revealed no significant differences on the achievement of students subjected to the four teaching-learning situations except on those subjected to homework's but no tests which turned out significantly higher when compared to the achievement of those who neither had homework's nor tests. There was also no significant difference in achievement among students grouped according to the educational attainment of the father. No significant interaction was found between teaching-learning situation and students' grouping with regard to achievement in midterm test. The study recommends the giving of more homework's to enhance academic performance of students and that similar studies be conducted in other areas of Chemistry and other disciplines involving students of different mental ability groups.