Author(s): Dr. Francis A. ADESOJI, Dr. Tunde L. IBRAHEEM
The study investigated effects of Student Teams-Achievement Divisions strategy and mathematics ability on senior secondary school chemistry students’ learning outcome in chemical kinetics. A pretest, posttest control group quasi experimental design was adopted for the study. Data were collected from a sample of 300 students made up of 110 males and 190 females from six senior secondary schools in Epe division of Lagos State, Nigeria. Analysis of covariance (ANCOVA) was used to analyze the data with pre-test scores as covariates in order to adjust for the initial differences in the sample. Multiple classification analysis (MCA) was also used to examine the magnitude of the differences among the groups. The findings revealed that there were significant main effects of treatment on students achievement and attitude (F=190.58; P <0.05) and (F=379.275, P<0.05) respectively. Mathematics ability had significant main effects on achievement (F=12.971; P <0.05) and on attitude (F=3.678; P <0. 05). The interaction effects of treatment and mathematics ability was significant for achievement (F=8.146; P <0.05) and also for attitude (F=7.578; P <0.05). Based on the findings, it was recommended that mathematical background of students should be taken into consideration before allowing them to enrol for chemistry at the senior secondary level. Students with very low mathematical ability should not be allowed to enrol for chemistry. Students Teams-Achievement Divisions strategy should also be used to teach chemistry at this level.