Post-Pandemic Performance in Content Mastery and Cognitive Skills of Junior High School Students in Chemistry

Norhashim  Imbong,

Post-Pandemic Performance in Content Mastery and Cognitive Skills of Junior High School Students in Chemistry

Discipline: Education

Abstract:

The study determined the post-pandemic performance in content mastery and cognitive skills of junior high school students in chemistry. A standardized fifty (50)-item test was answered by 285 students from the different schools in the municipality of Tboli, South Cotabato, Mindanao, Philippines such as Edwards National High School, New Dumangas National High School, and T’boli National High School. The data collected were analyzed and interpreted using mean percentage score, one-way ANOVA, and post hoc test using Bonferroni Correction to determine the mastery level and significant difference. The results showed average mastery of the content areas and cognitive skills with both over-all mean percentage score of 64.13. One way ANOVA revealed significant difference across content areas with a p – value of 0.000 at 0.05 level of significance and significant difference across cognitive skills with a p – value of 0.000 at 0.05 level of significance. Furthermore, post-hoc test shows that the majority of pairings indicate significance of difference in both across content areas and across cognitive skills. Based from the findings, the study concluded that the performance level of students in junior high school chemistry is average in terms of mastery and significantly different across content areas and cognitive skills.

References:

Abarro, R., & Asuncion, J. (2017). Metacognition in chemistry education. ISJ Theor. Appl. Sci.,3, 1–22.
Abungu, H., Okere, M., & Wachanga, S. (2014). The effect of science process skills teaching approach on secondary school students’ achievement in chemistry in Nyando district, Kenya. Journal of Educational and Social Research,4. 10.5901/jesr.2014.v4n6p359
Ajayi, O. V. (2017). Effect of hands-on activities on senior secondary chemistry students achievement and retention in stoichiometry in zone c of Benue state. SSRN Electronic Journal, 2(2), 54–59. https://doi.org/10.2139/ssrn.2992803
Anthony, O., Shabaan, H., & Nassor, S. (2019). A study of performance in chemistry among lower secondary government schools in Zanzibar. International Journal of Education and Research, 7.
Benito, N.V. (2010). National achievement test: An Overview.
Bete, A. (2020). Students’ knowledge and process skills in learning grade-8 chemistry. Journal of Research, Policy & Practice of Teachers & Teacher Education, 10(1), 1-13. https://doi.org/10.37134/jrpptte.vol10.1.1.2020
Cabanas, E., Antipolo, J., Lariego, J., Maravilla, G., & Tadulan, S. (2022). Effectiveness of scientific wind turbine structure as a learning model on physics. A descriptive and evaluative study. Munich, GRIN Verlag. https://www.grin.com/document/1417725
Espinosa, A., Junio, M., Manla, M., Palma, V., Lucenari, J., & Punzalan, A. (2014). Analysis of achievement tests in secondary chemistry and biology. International Journal of Learning, Teaching and Educational Research, 4(1), 75-82.
Iliyusi, R., & Etikan, I. (2021). Comparison of quota sampling and stratified random sampling. Biometrics & Biostatistics International Journal,10(1), 24-27. : 10.15406/bbij.2021.10.00326
Mecampong, C.(2017). Status of chemistry teaching of the msu community high schools and the national high schools of Marawi city and Lanao del sur. International Journal of Humanities and Social Sciences, 9(2).
Mullis, I., Martin, M., Foy, P., Kelly, D., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://timssandpirls.bc.edu/timss2019/international-results/
Nja, C., Idiege, K., & Obi, J. (2017). Effect of the use of ICT on chemistry performance. Journal of Faculty of Education, 13(1), 148-153.
Odukwe, O., & Nwafor, S. (2022). Effect of guided-inquiry method on senior secondary school chemistry students’ academic achievement in Anambra state, Nigeria. Unizik Journal of Educational Research and Policy Studies,11(1). http://sjifactor.com/passport.php?id=21363
Okeke, B., & Samuel, N. (2021). Achievement motivation and locus of control as predictors of secondary school students’ academic achievement in chemistry in Enugu state,Nigeria. IOSR Journal of Research & Method in Education,11(4). 10.9790/7388-1104052734
Okwuduba, E., & Okigbo, E. (2018). Effect of teaching methods on students’ academic performance in chemistry in Nigeria:Meta-analytic review. Bulgarian Journal of Science and Education Policy (BJSEP),12.
Oluwatosin, S., & Bamidele, E. (2014). Self-concept and academic performance of secondary school students in chemistry. International J. Soc. Sci. & Education, 4(4).
Orongan, M., &Manuel, B. (2019). Socio-demographic attributes and aptitude on grade 9 students of central Mindanao university laboratory high school as determinants of chemistry performance: A causal model. Journal of Education Graduate Studies Research. https://www.tci-thaijo.org/index.php/EDGKKUJ
Salviejo, E., Aranes, F., & Espinosa, A. (2014). Strategic intervention material-based instruction, learning approach and student’s performance in chemistry. International Journal of Learning, Teaching, and Educational Research, 2(1),91-123.
Sibomana, A., Karegeya, C., & Sentongo, J. (2021). Factors affecting secondary school students’ academic achievements in chemistry. International Journal of Learning, Teaching and Educational Research,20, 114-126. https://doi.org/10.26803/ijlter.20.12.7
Surya, W. & Arty, I. (2021). Student’s attitude towards chemistry based on their learning experiences.Journal of Physics:Conference Series. 10.1088/1742-6596/1806/1/012178
Vilia, P., Candeias,A., Neto, A.,Franco, S., & Melo, M. (2017). Academic achievement in physics-chemistry: The predictive effect of attitudes and reasoning abilities. Front. Psychol, 8. 10.3389/fpsyg.2017.01064