Enhancing Learning Outcomes of Students in Chemistry and Mathematics at Higher Level of Educations Using Home Resources

Abstract

The study investigated the effectiveness of using home resources to enhance students; learning outcomes, Chemistry and Mathematics in Cross River State, Nigeria. Home resources used in teaching volumetric analysis as; grape, un-ripe plantain, red cabbage ginger extract, litmus paper, filter paper, palm wine, citric acid lactic acid (Milk) palmitic acid (COOH)2 CH2. Ethnanoic Acid (Vinegar), lactic acid (sour milk) linoleic acid (lin seed),Butanoic acid (Rancid butter) to chemistry students and Mathematics students, branches of trees, leaves, containers,onions, fruits, . The efficacy of this approach is measured on the learning outcomes of students in Chemistry and Mathematics. The research design adopted was pretest- posttest control quasi – experimental research design. The experimental group was taught volumetric analysis and angles using home resources while the control group was taught without home resources. The reliabilities of 0.89, 0.86 for the Chemistry Achievement Test (CAT), Mathematics Achievement Test (MAT) were established using Kudar – Richardson’s formular KR-20). The sample of the study comprised of 60 Science students and 60 Mathematics respondents selected from the department of Science Education, University of Calabar in Cross River State. Sampling technique adopted was purposive sampling technique. The purposive sampling technique was suitable since the experimental subjects involved intact groups. The experimental groups were taught using home resources while the control subjects were taught without the home resources. Data obtained were analyzed using analysis of covariates (ANCOVA). Result of analysis revealed that Chemistry and Mathematics experimental students taught with home resources outperformed their counterparts taught without home resources. Meanwhile, the control subjects retained concepts higher than their experimental counterparts taught with home resources in both Chemistry and Mathematics groups. The academic performance of the experimental groups accounted for 64.5% percent of the variance in academic performance while there was no variation in retention in Chemistry and Mathematics participants. Students’ academic performance and retention amongst university students can be enhanced through the use of home resources. Recommendations were made that Lecturers can explore alternative approach to teaching Chemistry and Mathematics at the Universities and other higher institutions of learning