Email this article Effects of 5Es Teaching Cycle on Retention Ability among Secondary School Students of Varied Ability in Mole Concept, in Zaria Education Zone, Kaduna State
Abstract
The study investigated the effects of the 5Es Teaching Cycle on Retention ability in Mole Concept among Secondary School Students of varied ability, in Zaria Education Zone, Kaduna State. It employed a Quasi-experimental pretest and posttest control group research design, consisting of two groups (Experimental and Control group). The experimental group was taught 5Es Teaching Cycle in Mole concept while the control group was taught using the conventional lecture method. The study sampled eighty-one (200) SS 2 chemistry students, from two secondary schools in the Zaria Education Zone drawn from a population of 1,154 students. The instrument developed and used to collate data for the research was the Mole Concept Retention Test (MCRT) with a reliability coefficient of 0.80. The findings of the study showed that science (Chemistry) students taught to 5E teaching cycle in the teaching and learning of mole concepts in all the ability levels retained higher than those in the control taught using conventional lecture method. On the issue of gender differences, the study revealed that male and female in all ability groups exposed to the 5E teaching cycle performed equally well and had also no difference in their retention ability. Based on the findings, it is hereby recommended among others that the State Government, institutions and professional bodies such as the National Teachers Institution, Science Teacher Association of Nigeria and National Union of Teachers, should organize seminars, workshops, in-service and re-training programmed for teachers on the effective use of Activity-based, students-centred teaching strategy that focus on constructivist teaching approach and others, in the learning of mole concepts in Chemistry.
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