Analyses of Learning Outcome in Chemistry among SS111 Students' in Urban and Rural Setting: Using Concept Map Technique

Abstract

Our study examined the academic achievement of senior secondary school chemistry students in chemistry (redox reaction) concept according to school location. A quasi-experimental, pre-test/post-test control group design was used to determine if any significant difference exists in the academic achievement between urban and rural schools. A total of 218 SS2 chemistry students from four intact classes were involved in the study. A Redox Reaction Concept Achievement Test (RRCAT) instrument with reliability coefficient of 0.988 was used to measure students' achievement before and after treatment. The results showed that school location was an insignificant factor in the academic achievement of chemistry students taught redox reaction with concept mapping instructional strategy. The implications of these findings were discussed and relevant recommendations made.

Key words: Teaching outcome, Cognitive achievement, Chemical system, Integrated  knowledge structure.