Teacher Self-regulatory Skills and Science Students’ Practical Achievement on Rate of Chemical Reaction in Senior Secondary School, Uyo, Nigeria


Effective engagement in practical work enables science students to acquire abilities, skills, competence and understanding of laboratory practical knowledge. The study investigates teacher self-regulatory skills in laboratory practice and students' academic achievement on the rate of chemical reaction in science. Eighty (80) science teachers and eighty (80) senior secondary science students were randomly selected from fourteen schools in Uyo Local Government Area of Akwa Ibom State, using the technique of purposive sampling. Three research questions and three hypotheses tested at a 0.05 level of significance guided the study. The study utilized ex-post facto design as the independent variables of teacher self-regulatory skills, gender and experience are variables that have already occurred, and the researchers had no direct control over them. A 20-item multiple choice Achievement Test on Rate of Chemical Reaction and Questionnaire on Teacher Self-regulatory skills were instruments used for data collation. Mean, Standard Deviation, t-test and multivariate analysis of variance were used for analysis. Results show that teacher self-regulatory skills have a significant effect on practical achievement on rates of chemical reactions. There exists no significant difference in the achievement mean scores of science students based on gender with regards to teacher self-regulatory skills.; but the significant difference exists in the achievement mean scores of science students based on teachers' teaching experience given their self-regulatory skills. Recommendations amongst others were that science teachers should apply effective use of self-regulatory skills in teaching and understanding of the rate of chemical reactions.

  1. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C A. and Persson, T. (2015). Strategies for Teaching Students to Think Critically: A Meta-Analysis. Review of Educational Research, 85 (2), 275-314.  |   Google Scholar
  2. Afangideh, M. E. (2011). Teacher and Needed Competences in Umoren, D. N. and Ogbodo, C. M. (Eds.). A Handbook on Teaching Profession in Nigeria. Uyo, Pradses Books and Press.  |   Google Scholar
  3. Akpan, J. P. (2010). Using Computer Simulation before Dissection to help Students Learn Anatomy. Journal of Computer in Mathematics and Science Teaching, 4(1), 20-22.  |   Google Scholar
  4. Aniodoh, H. C. O. (2016). Modern Aspects of Integrated Science Education. Enugu: Hacofam Educational Books.  |   Google Scholar
  5. Artzt, A. F. and Armour-Thomas, E. (2007). Mathematics teaching as problem-solving: A framework for studying teacher metacognition underlying instructional practice in Mathematics. In H. Hartman (Ed.). Metacognition in learning and instruction: Theory, research and practice (pp. 127-148). Dordrecht, Netherlands: Kluwer.  |   Google Scholar
  6. Babayyigit, B. B. and Guven, M. (2020). Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research, 20 (89), 47-70.  |   Google Scholar
  7. Claire, C. (2021). The importance of self-regulation for learning. www.theeducationhub.org.nz.  |   Google Scholar
  8. Classroom resources featuring activities from our rates of reaction chemistry for NQTs professional development course for www.teachers.edu.rsc.org  |   Google Scholar
  9. Etiubon, R. U. (2011). Implications of Innovative Chemistry Teaching on Students' Academic Achievement. Multidisciplinary Journal of Academic Excellence, 4 (1), 108-115.  |   Google Scholar
  10. Etiubon, R. U., Okopide, A. A., and Udoh, N. M. (2021). Enhancing Retention of Water Pollution using Computer tutorials and Drill-Practice Among First Year Science Education Students of University of Uyo, Nigeria. European Modern Studies Journal, 5 (3), 139-152.  |   Google Scholar
  11. Fathiah, A. (2007). Manipulative Skills Mastery Levels Among Chemistry Teachers Trainee [Unpublished Ph.D Thesis],Faculty of Education, University of Malaysia, Malaysia.  |   Google Scholar
  12. Godec, S., King, H. and Seakins, A. (2018). Examining Student Engagement with Science Through a Bourdieusian Notion of Field. Journal of Science and Education, 27 (1), 501- 521.  |   Google Scholar
  13. Greene, J. A. (2018). Self-Regulation in Education. New York, NY: Routledge.  |   Google Scholar
  14. Karlen, Y., Hertel, S. and Hirt, C. N. (2020). Teachers' Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers' Competences as Self- Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner. https://doi.org/10.3389/feduc.2020.00159.  |   Google Scholar
  15. Koole, S. L., Baumann, N. and Jostmann, N. B. (2012). Do Demanding Conditions Help or Hurt Self-Regulation? Journal of Social and Personality Psychology Compass, 6(4), 328-346.  |   Google Scholar
  16. Kramaski, B. and Michalsky, T. (2009). Investigating pre-service teachers' Professional Growth in Self-regulated Learning Environments. Journal of Educational Psychology, 101(1), 161-175.  |   Google Scholar
  17. Kramaski, B. and Revach, T. (2009). The Challenge of Self-regulated learning in Mathematics teachers' Professional Training. Educational Studies in Mathematics, 3(72), 379-399.  |   Google Scholar
  18. Lazarowitz, R. and Tamir, P. (2009). Research on Using Laboratory Instruction in Science. In Gabel D. (Ed.). Handbook of Research on Science teaching and Learning Instruction. The Netherlands: Kluwer.  |   Google Scholar
  19. Lee, I. S. (2012). Gender Differences in self-regulated online Learning Strategies Within Korea's University Context. Educational Technology Research and Development, 50(1), 101-109.  |   Google Scholar
  20. Mengistnew, M. and Asrat, D. (2021). Examining teachers' self-regulation practice in secondary school science teaching: the case of South Gondar Zone, Ethiopia. Heliyon, 7 (11). https://doi.org/10.1016/j.heliyon.2021.e08306.  |   Google Scholar
  21. MonshiToussi, M. T., Boori, A. and Ghanizadeh, A. (2011). The Role of EFL Teachers' self-regulation in effective teaching. World Journal of Education, 2(11), 2363-2371.  |   Google Scholar
  22. Nahid, P. (2016). On the Relationship between Iranian EFL Teachers' Self-regulation, Self-resiliency, Gender and Teaching Experience. Retrieved from http://journals.khuisf.ac.ir.  |   Google Scholar
  23. Obanyan, P. (2010). The African Teacher of the 21st Century. Ibadan: Heinemann Educational Books.  |   Google Scholar
  24. Okam, C. C., and Zakari, I. I. (2017). Impact of Laboratory-Based Teaching Strategy on Students' Attitudes and Mastery of Chemistry in Katsina Metropolis, Katsina, State, Nigeria. International Journal of Innovative Research and Development, 6 (1), 112.  |   Google Scholar
  25. Panadero, E. (2017). A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2017.0042.  |   Google Scholar
  26. Pazhoman, H. and Sarkhosh, M. (2019). The relationship between Iranian English high school teachers' reflective practices, their self-regulation and teaching experience. International Journal of Instruction, 12 (1), 995-1010.  |   Google Scholar
  27. Pintrich, P. R. (2008). The role of metacognitive knowledge knowledge in learning, teaching and assessing. Theory into Practice, 41(4), 219-225.  |   Google Scholar
  28. Schloemer, P. and Brenan, K. (2006). From Students to Learners. Developing Self-regulated Learning. Journal of Education for Business, 82(2), 81-87.  |   Google Scholar
  29. Shana, Z. and Abulibdeh, E. S. (2020). Science Practical Work and its Impact on Students' Science Achievement. Journal of Technology and Science Education, 10 (2), 199-215.  |   Google Scholar
  30. Sirhan, G. (2007). Learning Difficulties in Chemistry. An Overview. Journal of Turkish Science Education, 4(2), 2-20.  |   Google Scholar
  31. Tastan, O., Yalcinkaya, E. and Boz, Y. (2008). Effectiveness of Conceptual change text-oriented instruction on Students' understanding of Energy in Chemical Reactions. Journal of Science Education and Technology, 17 (5), 444-453.  |   Google Scholar
  32. Van Beek, J. and Wubbels, T. (2014). Teacher Practice in Secondary Vocational Education: Between Teacher-regulated activities of Student learning and Student Self-regulation. Teaching and Teacher Education, 2(40), 1-9.  |   Google Scholar
  33. Udo, M. E. and Etiubon, R. U. (2011). Computer-Based Science Simulations, Guided-Discovery and Students' Performance in Chemistry. Modern Applied Science, 5(6), 211-217.  |   Google Scholar
  34. Zimmerman, B. (2010). Investigating self-regulation and motivation: Historical Background, methodological developments and future prospects. American Educational Research Journal, 45(1), 166-183.  |   Google Scholar

How to Cite

Etiubon, R. U., Etiubon, A. H., & Okon, I. K. (2022). Teacher Self-regulatory Skills and Science Students’ Practical Achievement on Rate of Chemical Reaction in Senior Secondary School, Uyo, Nigeria. European Journal of Education and Pedagogy, 3(3), 233–241. https://doi.org/10.24018/ejedu.2022.3.3.260

Search Panel

 Rebecca U. Etiubon
 Google Scholar |   EJEDU Journal

 Andikara H. Etiubon
 Google Scholar |   EJEDU Journal

 Ifang K. Okon
 Google Scholar |   EJEDU Journal