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Cecilia Obi Nja
Joseph Kimson Idiege
Joy J. Obi
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Joseph Kimson Idiege
Joy J. Obi
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International Journal of Chemistry Education

Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secondary School Chemistry Students

Nja, Cecilia O, Idiege, Kimson Joseph, Obi J. Joy

Department of Science Education, Faculty of Education, University of Calabar, Calabar, Nigeria

Accepted 26 August 2017

Citation: Nja CO, Idiege KJ, Obi JJ (2017). Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secondary School Chemistry Students: An Opinion. International Journal of Chemistry Education, 2(1): 020-027.

Copyright: © 2017 Nja et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited.

Abstract

The purpose of the study was to ascertain the effect of teaching with or without Mnemonic on the academic performance of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 60 students selected by stratified random sampling method. The pretest-posttest control group quasi- experimental research design was adopted in the study. The treatment lasted for a period of four weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using independent t test. The results indicated that there was a significant difference in the academic performance of students taught oxidation reduction reactions with and without mnemonic.

Keywords: Mnemonic, Academic performance, Memory, Students Teacher

 

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