Remediating Students’ Misconception And Achievement In Chemistry Via Science Writing Heuristics And Peer Review Instructional Strategies In Delta State
Ovie, Adarighofua Faith
Department of Curriculum and Instruction, Delta State College of Education, Mosogar. Delta State, Nigeria
Abstract
The study looked at remediating students’ students’ misconception and achievement in chemistry via science writing heuristics and peer review instructional strategies in Delta State using quasi-experimental design. The population comprised 18,879 Delta State’s public secondary schools. 328 SSII chemistry students were sampled for the study. 3 experts validated Two-Tier Chemistry Test (TTCT) with reliability values of 0.79 (for achievement) and 0.72 (for misconception) was used for data collection. The outcome of ANCOVA analysis indicated that students taught chemistry via science writing heuristics, peer review and lecture approach had significantly different mean misconception and achievement scores; in favor of science writing heuristics and peer review strategies. The study came to the conclusion that peer review and science writing heuristics are useful instructional strategies for remediating students’ misconceptions, and improving students’ achievement in chemistry. The adoption of science writing heuristics and peer review strategies by chemistry teachers in teaching chemistry was recommended
Keywords: Misconception, Academic Achievement, Science Writing Heuristics Strategy, Peer Review Strategy
Impact Statement
Dr. Ovie Adarighofua Faith exceptional research study focuses on “Remediating Students’ Misconception and Achievement in Chemistry via Science Writing Heuristics and Peer Review Instructional Strategies in Delta State.” The study involved 328 SSII chemistry students from Delta State’s public secondary schools and utilized a quasi-experimental design with a Two-Tier Chemistry Test (TTCT) validated by three experts.
The research revealed that students taught using science writing heuristics and peer review, in addition to traditional lectures, showed significantly higher mean scores in achievement and misconception levels compared to those taught solely through lectures. The study concludes that science writing heuristics and peer review are valuable instructional strategies for improving students’ understanding and performance in chemistry. Dr. Ovie recommends the adoption of these strategies by chemistry teachers in Delta State and beyond to enhance learning outcomes and address students’ misconceptions effectively.
About The Author
Dr.Mrs.Ovie Adarighofua Faith with orchid number https://orcid.org/0000-0001-5758-3401. Is a lecturer and currently the head of the Department of Curriculum and Instruction, at Delta State College of Education. Mosogar Delta State. Nigeria. Renowned, committed, and dedicated with great love and passion for her work. She is presently the Chairperson of Women in Colleges of Education. Mosogar Chapter. She had her BSC.(ed) in Chemistry in 2007, M.ed Curriculum and Instruction in 2017, Ph.D. in Curriculum and Instruction in 2020 all from Delta State University.Abraka. She was one time Deputy Dean of the School of Education? She is a part-time lecturer at Delta State University. Abraka, University of Benin. Benin City and Ignatius Ajuru University of Education, River State. She has attended several Conferences and has many publications in different academic journals. She is a member of various academic bodies such as WICE- Women in Colleges of Education, STAN- Science teachers association of Nigeria. and CON- Curriculum Organisation of Nigeria. She is married and blessed with Children.
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