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Cogent Education Volume 11, 2024 - Issue 1
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STUDENT LEARNING, CHILDHOOD & VOICES

TSPCK-Based instruction and academic achievement of grade 11 students on chemical kinetics and equilibrium

Kassahun Dejene Belayneh1 College of Education and Behavioral studies Department of Science and mathematics education, Addis Ababa University, Addis Ababa, Ethiopia;2 Department of Chemistry, Kotebe University of Education College of Natural and Computational science Department of chemistry, Addis Ababa, EthiopiaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9485-7387View further author information
ORCID Icon &
Woldie Belachew1 College of Education and Behavioral studies Department of Science and mathematics education, Addis Ababa University, Addis Ababa, Ethiopia
Article: 2292873 | Received 24 Jul 2023, Accepted 05 Dec 2023, Published online: 14 Dec 2023

Figures & data

Table 1. ANOVA results for pre-CAT with respect to groups

Table 2. Descriptive statistic and homogeneity of variance between the groups on the post-test of achievement

Table 3. ANOVA results of achievement of post-test scores between the groups

Table 4. Games-Howell multiple comparison among the groups on the post-test

Table 5. Mean gain and learning gain of academic achievement of intervention and comparison groups in the pre-test and post-test scores

Figure 1. Mean gain and learning gains of intervention and comparison groups on achievement.

Figure 1. Mean gain and learning gains of intervention and comparison groups on achievement.

Table 6. Descriptive statistics

Table 7. Tests of between-subjects effects of gender on post-test score achievement

Table 8. Descriptive statistics

Table 9. Interaction effect between types of instruction and achiever levels on achievement

Table 10. Mean gain and learning gain of academic achievement of gender and achiever levels in the pre-test and post-test scores

Figure 2. Mean gains and normalized learning gains of gender and achiever level on post-test achievement scores.

Figure 2. Mean gains and normalized learning gains of gender and achiever level on post-test achievement scores.
Supplemental material

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