The Relationship Between Reasoning Ability and Retention Ability, Gender and Academic Achievement among Secondary School Chemistry Students

Abstract

This study investigated the relationship between Reasoning Ability and Retention Ability, Gender and Academic Achievement among Secondary School Chemistry Students in Gwagwalada, Federal Capital Territory, Abuja, Nigeria. Three research questions and corresponding three null hypotheses guided the study. A correlational design was adopted for this study. The target population was all government senior secondary school SS 2 chemistry students in Gwagwalada, Abuja, with a total of 1810 students. A sample size of 200 students was proportionately selected for the study from four secondary schools. The instrument for the study was a researcher designed Chemistry Reasoning Ability Academic Performance Test (CReaAAPT) and Chemistry Retention Ability Academic Performance Test (CRetAAPT) comprising of 20 multiple choice items each to assess the reasoning and retention abilities of the students. A plot study was conducted to assess the construct validity and the reliability of the instruments. Thus, the CReaAAPT had a coefficient of 0.70 while that of CRetAAPT was 0.71, obtained using Kuder-Richardson K-R_20.which implied that the instruments were reliable for the study. Inferential statistical analyses of Pearson Product Moment Correlation (PPMC) as well as the independent t- test statistics at p < 0.05 significance level was used. The results obtained indicated that: (i) there was significant relationship between reasoning ability and retention ability among the chemistry students in Acids and Bases chemistry concepts. (ii) There was no significant gender difference (male and female) on the Reasoning ability and academic achievement of chemistry students. (iii) There was no significant gender difference (male and female) on retention abilities and academic achievement of chemistry students in acids and bases concepts. The researcher recommends among others that preparatory courses and hands-on activities should be designed to promote the development of scientific reasoning and retentive skills within the context of the discipline.