The study investigated the effect of thinking aloud and self-assessment metacognitive strategies and chemistry students’
achievement in organic compounds nomenclature in Emohua Local Government Area of Rivers State, Nigeria. The study adopted
the pretest post-test non-equivalent control group design. One hundred and twenty-five (67males and 58 females) senior
secondary school (SSS 2) chemistry students were drawn from three secondary schools in Emohua local government area of
Rivers State. Four research questions were answered while four hypotheses were tested at 0.05 level of significance. The
instrument for data collection is a 50- item objective test on organic chemistry nomenclature achievement test (OCNAT). Mean,
standard deviation and effect size were used to answer the research questions while t-test and ANCOVA were used to test the
hypotheses. It was found that there is significant in the achievement of students when taught with thinking aloud and selfassessment
strategies. Based on the findings, it was recommended among others that thinking aloud and self-assessment should be
used to teach organic compounds nomenclature. The study concludes that thinking aloud and self-assessment is an effective tool
in the delivery of organic chemistry concepts to the understanding of students.
Real Time Impact Factor:
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Author Name: Dike JW, CO Okoro Chinda, Worokwu
URL: View PDF
Keywords: chemistry students, self-assessment, organic
ISSN: 2349-4182
EISSN: 2349-4182
EOI/DOI:
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