The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’achievement in Chemistry.To achieve this,two research questions and t...The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’achievement in Chemistry.To achieve this,two research questions and three hypotheses were formulated to guide the study.Quasi-experimental design:specifically the pre-test,post-test,nonequivalent and non-randomized control group was adopted for the study.A total sample of one hundred and sixty-six(166)SS 1 students,drawn using multistage sampling technique were used for the study.The instrument used for data collection was Chemistry Achievement Test(CAT,r=0.82).Mean and standard deviation were used to answer the research questions,while analysis of covariance(ANCOVA)was used to test the hypotheses.Findings from the study revealed that:there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy;there is no significant difference between male and female students exposed to the three modes of instructional strategies;and there is no significant interaction effect between the instructional strategies and gender.It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions,among others.展开更多
capacity and creativity tendencies among Chinese baccalaureate nursing students.Design:Cross-sectional study design.Methods:A convenient sample of 445 baccalaureate nursing students were surveyed in two universities i...capacity and creativity tendencies among Chinese baccalaureate nursing students.Design:Cross-sectional study design.Methods:A convenient sample of 445 baccalaureate nursing students were surveyed in two universities in Tianjin,China.Students completed a questionnaire that included their demographic information,Achievement Motivation Scale,Meta-Learning Capacity Questionnaire,and Creativity Tendencies Scale.Pearson correlation was performed to test the correlation among achievement motivation,meta-learning capacity and creativity tendencies.Hierarchical linear regression analyses were performed to explore the mediating role of meta-learning capacity.Results:The participants had moderate levels of achievement motivation(mean score 2.383±0.240)and meta-learning capacity(mean score 1.505±0.241)and a medium-high level of creativity tendency(mean score 1.841±0.288).Creativity tendencies was significantly associated with both achievement motivation and meta-learning capacity(both P<0.01).Furthermore,meta-learning capacity mediated the relationship between achievement motivation and high creativity tendencies.Conclusion:The study hypotheses were supported.Higher achievement motivation,and meta-learning capacity can increase creativity tendencies of baccalaureate nursing students,and meta-learning capacity was found to mediate the relationship between achievement motivation and creativity tendencies.Nursing educators should pay attention to the positive role of meta-learning capacity in nursing students’learning,and make them more confident when they finish their studies.展开更多
文摘The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’achievement in Chemistry.To achieve this,two research questions and three hypotheses were formulated to guide the study.Quasi-experimental design:specifically the pre-test,post-test,nonequivalent and non-randomized control group was adopted for the study.A total sample of one hundred and sixty-six(166)SS 1 students,drawn using multistage sampling technique were used for the study.The instrument used for data collection was Chemistry Achievement Test(CAT,r=0.82).Mean and standard deviation were used to answer the research questions,while analysis of covariance(ANCOVA)was used to test the hypotheses.Findings from the study revealed that:there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy;there is no significant difference between male and female students exposed to the three modes of instructional strategies;and there is no significant interaction effect between the instructional strategies and gender.It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions,among others.
文摘capacity and creativity tendencies among Chinese baccalaureate nursing students.Design:Cross-sectional study design.Methods:A convenient sample of 445 baccalaureate nursing students were surveyed in two universities in Tianjin,China.Students completed a questionnaire that included their demographic information,Achievement Motivation Scale,Meta-Learning Capacity Questionnaire,and Creativity Tendencies Scale.Pearson correlation was performed to test the correlation among achievement motivation,meta-learning capacity and creativity tendencies.Hierarchical linear regression analyses were performed to explore the mediating role of meta-learning capacity.Results:The participants had moderate levels of achievement motivation(mean score 2.383±0.240)and meta-learning capacity(mean score 1.505±0.241)and a medium-high level of creativity tendency(mean score 1.841±0.288).Creativity tendencies was significantly associated with both achievement motivation and meta-learning capacity(both P<0.01).Furthermore,meta-learning capacity mediated the relationship between achievement motivation and high creativity tendencies.Conclusion:The study hypotheses were supported.Higher achievement motivation,and meta-learning capacity can increase creativity tendencies of baccalaureate nursing students,and meta-learning capacity was found to mediate the relationship between achievement motivation and creativity tendencies.Nursing educators should pay attention to the positive role of meta-learning capacity in nursing students’learning,and make them more confident when they finish their studies.
