Creation and Utilization of Collaborative-Predict-Explain-Observe-Explain (CPEOE) Instructional Package and Students’ Learning Outcomes in Chemistry in Nigeria

Victor Oluwatosin Ajayi — 2025-08-27

Purpose: This research was on how to create Collaborative-Predict-Explain-Observe-Explain (CPEOE) instructional package and it investigated the effectiveness of utilizing CPEOE to enhance students’ learning outcomes in Chemistry in Nigeria. CPEOE was modified from Predict-Explain-Observe-Explain (PEOE) by the author to emphasize that, knowledge is a social construct and as a result, instruction need to involve learners working in teams or groups to easily and successfully accomplish a common goal. Methodology: The sample of this study was made up 152 SS2 Students that were drawn from 4 senior secondary schools in Ekiti State, Nigeria using multi-stage sampling technique. Quasi-experimental research design was adopted and the instrument used for data collection was Chemistry Learning Outcome Test (CLOT). Kuder-Richardson was used to ascertain the reliability which gave a reliability value of 0.93. Three research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 significance level using Analysis of Covariance. Findings: It was found that there is significant difference in the mean learning outcome scores between students taught Chemistry using CPEOE and those taught using discussion method in favour of CPEOE [F(1,151)=188.100, p<0.05]. It is found that there is no significant difference in the mean learning outcome scores between male and female students taught Chemistry using CPEOE [F(1,78)=163.100, P>0.05]. Significance: It was recommended that chemistry teachers should adopt CPEOE for teaching, since it was found to be an effective instructional package in improving students’ learning outcomes in chemistry.

Utilizing Visual Media to Improve Conceptual Understanding of Geometry Among Junior High School Students

Supratman — 2025-08-27

Purpose: This classroom action research aimed to improve junior high school students’ conceptual understanding of geometry through the integration of visual media within a cooperative learning framework. Methodology: The study was conducted in two cycles, involving 21 students, and followed the systematic stages of planning, acting, observing, and reflecting. During the pre-cycle, traditional lecture-based instruction led to low engagement and unsatisfactory academic performance, with only 42.86% of students achieving the minimum mastery criterion (KKM). In Cycle I, the implementation of visual media such as diagrams and illustrations combined with cooperative learning activities, led to a modest increase in students’ average scores and engagement levels. However, the mastery rate remained at 52.38%, indicating the need for instructional refinement. In Cycle II, improvements in media quality, structured group facilitation, and enhanced teacher support contributed to significant learning gains. The average class score rose to 80.95, and 90.48% of students met the KKM. Observations also revealed marked improvements in student activeness, collaboration, and confidence in expressing ideas. Findings: The findings confirm that visual media, when effectively integrated into cooperative learning, significantly enhances students' conceptual understanding of geometry-related content. Significance: This research suggests that visual learning strategies should be systematically embedded into science instruction to support deeper comprehension and promote inclusive, student-centered classroom environments.

Journal of Research in Science and Mathematics Education

Creation and Utilization of Collaborative-Predict-Explain-Observe-Explain (CPEOE) Instructional Package and Students’ Learning Outcomes in Chemistry in Nigeria

Utilizing Visual Media to Improve Conceptual Understanding of Geometry Among Junior High School Students