RESOURCES AND ACHIEVEMENT IN OXIDATION-REDUCTION REACTION

This study examined the relationship between perceived use of resources and achievement
in oxidation-reduction reaction, percentage perception of students’ use of resources, and
the contribution of sex, type of school, and level of perceived use of resources to students’ achievement in oxidation-reduction reactions in Urban areas of Ovia-North East LGA, Edo
state. Based on this, six research questions were raised and three were hypothesized and
tested at 0.05 alpha level of significance. A survey research design incorporating ex-post facto was adopted as research design for
the study. The population for this study consists of four hundred and seventy-nine (479)
senior secondary II chemistry students in public and private secondary schools in urban
areas of Ovia North East LGA, Edo state. A sample of two hundred and seventy-seven
(277) chemistry students were selected for the study through purposive random sampling
techniques. An instrument titled Perceived use resource inventory and achievement test
was used to collect data from the students in the study. The instrument was face and content
validated by the researcher’s supervisor, a lecturer in Chemistry Department and a
chemistry teacher. The questionnaire had a reliability coefficient of 0.830 using Cronbach
Alpha Statistics while the achievement test had a reliability coefficient of 0.731 using
Kuder Richardson (KR-20), hence the instrument was deemed reliable. The instrument was
administered by the researcher with the assistance of the chemistry teacher and retrieved
from the students immediately they were completed. The data collected from the students
were analyzed using, percentage, Pearson product moment correlation and multiple
regression. The results from the Study showed that majority of the students were well acquainted with
the resources used in oxidation-reduction reactions. The result also showed that male
students identified resources for teaching oxidation-reduction reaction correctly compared
to female students. Furthermore, the results showed that male students identified resources
for teaching oxidation-reduction reaction correctly more than the female students both in
x
public schools and private schools. The result also revealed that there was a
significant relationship between perceived use of resources and the achievement
of students inoxidation-reductions. It was also revealed from the result that there
was no significant relationship between perceived use of resources and the
achievement of male and female students in oxidation-reductions in public and
private schools. The result further revealed that perceived use of resources
significantly contributed to the achievement of the students in oxidationreduction reaction, whereas, sex and school ownership did not significantly
contribute to the achievement of the students. Based on the findings in the study, it was recommended that chemistry teachers should prioritized using resources
in explaining concepts so as to increase the students' conceptualization and also
deploy the most appropriate pedagogical contents that could help students
conceptualize very well and know what is expected in oxidation-reduction
reactions, chemistry teachers should ensure that both male and female science
students are actively involved in science classes, government and private school
owners should provide learning materials especially in the science areas like
chemistry to meet the needs of students during their learning and study time.