Discussion method produced higher chemistry achievement than lecture method in a quasi-experiment with SSII students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught organic chemistry with discussion method gained more on the CAT (mean gain 10.33) than students taught with lecture method (mean gain 6.74), a statistically significant difference (F cal = 4.65 > F crit = 3.85 at P < 0.05). → Efe M.Omwirhiren 2015

Evidence¶

Efe M.Omwirhiren 2015¶

Efe M.Omwirhiren, Esq. [Ph.D]. (2015). Enhancing Academic Achievement And Retention In Senior Secondary School Chemistry Through Discussion And Lecture Methods: A Case Study Of Some Selected Secondary Schools In Gboko, Benue State, Nigeria. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079117

q2 · i? · causal · r1

Non-equivalent pretest-posttest control quasi-experiment with 118 SSII students in intact classes (59 per group) taught nomenclature of compounds in organic chemistry for 8 weeks. The experimental discussion group improved from 15.45 to 25.78 while the lecture control improved from 14.93 to 21.67; the article reports "significant difference between the mean achievement scores".

"There was significant difference in students performance when discussion and lecture strategies were used to teach chemistry (F cal = 4.65 > F crit = 3.85 at P < 0.05)."

Discussion¶

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