Research Article
Factors Influencing Undergraduate Chemistry Performance: A Study on Attitudes, Laboratory Use, and Teaching Methods at Somali National University
Issue:
Volume 10, Issue 1, February 2025
Pages:
1-7
Received:
18 November 2024
Accepted:
2 December 2024
Published:
7 January 2025
DOI:
10.11648/j.ijecs.20251001.11
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Views:
Abstract: The study was carried out to investigate Factors influencing Undergraduate Students’ Performance in Chemistry. The study had three objectives which are 1) To examine the relationship between students’ attitude and performance in chemistry. 2) To assess the impact of the utilization of science laboratories on performance in chemistry. 3) To evaluate the relationship between teachers’ teaching methods and performance in chemistry. The study adopted a descriptive correlation research design to examine factors influencing performance in chemistry. The researchers utilized descriptive, correlation, and regression analysis to attain the objective of the study and test three research hypotheses. 70 respondents were selected for the study using a stratified sampling technique. The target population of the study was undergraduate students in the Department of Education. The participants were distributed a closed-ended questionnaire with a Five-Likert scale that measured student attitude, teaching method, utilization of science laboratories, and chemistry performance. The questionnaire was answered by the chemistry students in Faculty of Education. Statistical package for social science (SPSS) software was utilized to analyze the collected data through descriptive statistics, correlation, and regression analyses. The noteworthy findings indicated that there is a strong positive relationship between student attitude toward chemistry and performance in chemistry (r=.766 and p<0.001). This means that Improving student attitudes toward chemistry is likely to enhance their performance. The study also found that there is a strong positive relationship between utilization of science laboratories and performance in chemistry (r=.939 and p<0.001). Finally, the result showed there is a strong positive relationship between teaching method and performance in chemistry (r=.882 and p<0.001). This study has found that student attitude toward chemistry, utilization of science laboratories, and teacher teaching methods have a positive relationship with performance in chemistry. Moreover, students with excellent performance in chemistry have a better attitude toward chemistry, utilization of science laboratories, and teacher teaching methods. Future research should consider large samples or additional science disciplines to extend these insights.
Abstract: The study was carried out to investigate Factors influencing Undergraduate Students’ Performance in Chemistry. The study had three objectives which are 1) To examine the relationship between students’ attitude and performance in chemistry. 2) To assess the impact of the utilization of science laboratories on performance in chemistry. 3) To evaluate...
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Report
Positioning Occupational Therapy to Better Support Students with Neurodevelopmental Disorders: A Position Paper on Addressing Policy and Practice Gaps
Issue:
Volume 10, Issue 1, February 2025
Pages:
8-12
Received:
20 December 2024
Accepted:
5 January 2025
Published:
22 January 2025
DOI:
10.11648/j.ijecs.20251001.12
Downloads:
Views:
Abstract: The Individuals with Disabilities Education Act mandates that students with disabilities, including neurodevelopmental disorders, have access to a free and appropriate education in the least restrictive environment. Occupational therapy is vital in supporting the educational and developmental needs of these students by fostering engagement in both academic and non-academic settings. However, despite federal guidelines, occupational therapy service implementation remains inconsistent across schools, often reflecting varying degrees of awareness among school personnel regarding occupational therapy’s scope and objectives, particularly for students with neurodevelopmental disorders. This paper examines the delivery of school-based occupational therapy services for students with neurodevelopmental disorders and addresses challenges in achieving consistency and effectiveness in meeting these students' unique needs. The misconceptions about occupational therapy’s role, variability in state policies, and gaps in interprofessional collaboration contribute to these challenges. The importance of interprofessional collaboration defined roles, and the alignment of legislative frameworks with the practical application is highlighted to maximize occupational therapy's impact on supporting students with neurodevelopmental and other disabilities. This paper advocates for the enhancement of occupational therapy service delivery through the improvement of the integration and enhancement of multidisciplinary teams and a clearer legislative guideline that will ensure students receive the services they need. Occupational therapy practitioners are fully equipped to address the needs of students. Improvement of training and awareness with all school professionals and the understanding of occupational therapy services are discussed to maximize the impact of supporting our students.
Abstract: The Individuals with Disabilities Education Act mandates that students with disabilities, including neurodevelopmental disorders, have access to a free and appropriate education in the least restrictive environment. Occupational therapy is vital in supporting the educational and developmental needs of these students by fostering engagement in both ...
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,
Abukar Osman Mohamud
