EFFECTS OF CHEMISTRY-BASED PUZZLES ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACHIEVEMENT RETENTION AND INTEREST IN CHEMICAL PERIODICITY

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ABSTRACT

This study investigated the effects of chemistry-based puzzles on senior secondary school   chemistry   students’   achievement,   retention   and   interest   in  chemical periodicity.  The  quasi-experimental   design  with  a pre  -test  and  post-  test  was adopted in the study.  A total of 129  students were used in four intact classes from four  purposively  sampled  schools.  Two  schools  were  randomly  assigned  in the experimental  group  and  two  in the  control  group.  Students  in the  experimental groups were instructed with chemistry-based  puzzles while students in the control groups were  instructed with  the demonstration  method.  A detailed  collection  of chemistry-based   puzzles   were   developed   into   lesson   plans   for   use   in  the experimental  group.  This  was  done  with  the  theory  of social  constructivism  in mind   and   trained   research   assistants   were   used   to   deliver   the   course.   An achievement   test   called   Chemical   Periodicity    Concepts   Achievement    Test (CPCAT) and an interest inventory called Chemical Periodicity  Concepts Interest Inventories  (CPCII), constructed  by the researcher  and validated by experts  from three universities  in Nigeria,  were used in the study.  Reliability coefficients  of the two instruments were found to be 0.96 and 0.79 respectively. Treatment in the two groups lasted for three weeks and a retention test was taken after an interval of four weeks. Nine research questions and nine hypotheses were raised and tested at 0.05 confidence  level (significance  level). The research questions were answered using mean  and  standard  deviation  while  hypotheses   were  tested  with  Analysis  of covariance  (ANCOVA).  Findings showed that students in the experimental  group who were taught with Puzzle-Based  Strategy (PBS) achieved slightly higher scores than those in the control group who were taught with the demonstration  method. However  further  analysis  with  ANCOVA  showed  that  there  was no  significant difference   in  achievement   in   the   two   groups.   Interest   of  students   due   to instructional strategy in the experimental group was significant. There were no significant difference  in gender by achievement, retention  and interest. There was significant difference  in students’  retention, but there was no significant difference in students’ retention  by gender. Interaction  effects  of gender  and treatments  on achievement, retention  and interest were not significant.  It was suggested that the chemistry  curriculum  be reviewed  to reflect  the  area  of puzzles  in the teaching content, and as instructional resources. Text writers and publishers were advised to write texts which should include puzzles as exercises.  Also, teachers were advised to incorporate puzzle-based  instructional strategies in their teaching as a variety to curb  boredom  in  the  classroom  due  to  monotony  of the  conventional  methods. Finally, students were advised to download puzzles on the internet and use them to occupy their idle time meaningfully.

CHAPTER ONE

INTRODUCTION

Background  to the Study

Science educators have always sought ways to make the teaching and learning of science very easy. This is because of the awareness of the importance of science in raising the quality of life of mankind.  There is no gainsaying that science continues to contribute to man’s physical  life especially in the areas of shelter,  leisure,  comfort  and  communication.  Science  is also  used  in  solving problems resulting from human interactions with the environment such as water and air pollution.

Chemistry is one of the three main branches of pure science, the other two being biology and physics.  Chemistry deals with the composition, properties and uses of matter (Ababio,  2011 ).  However,  chemistry proves a difficult subject for many students (Sirhan, 2007).  Chemistry is a human endeavor that relies on basic human qualities like creativity, insights, reasoning, and skills (Banya, 2005). Ezeliora (2009) rated chemistry as the most important of all the sciences due to its  central position  to  man’s  survival.  Chemistry  is commonly  viewed  as the “central  science”,  as mastery of its concepts regarding the structure of matter is essential to further course work in all sciences.  In essence,  chemistry performs the  function  of gatekeeper  for  future  study  in many  sciences  (Tai,  Sadler & Loehr, 2005).

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Despite  the  relevance   of chemistry  to  society,  it  is  observed  that  the achievements  of students in the subject  as measured by their scores in the senior secondary  school certificate  examinations  have been very poor (Bassey, Asim & Essien,  2005).  Studies have been carried out to establish the causes and probably to proffer  solutions  to the problem  of students’ poor achievement  in the subject but  not  much  has been  achieved  since  chemistry  students  still  achieve  poorly. Some of these  studies bother  on students’  characteristics  and teaching  methods (Akpan, 2008). Certain topics and concepts have been tagged “difficult” because, teachers either find them difficult to teach or students find them difficult to understand, hence they avoid questions from these areas or perform poorly if such areas  are  attempted  (Udo  & Eshiet,  2007).  Earlier,  Udo  (2006)  noted  that  the effective  and  meaningful  teaching  of abstract  scientific  concepts  require  active students’  involvement  in the  teaching-learning  process  through  meaningful  and relevant hands-on activities.

The use of teaching  aids induces active participation  in learning and helps students to learn with  interest  and understanding.  Arokoya  and Ugonwa  (2012) have observed  that teaching  aids would  inevitably better the performance  of the students, thus helping to prepare them for useful and purposeful  living within the wider  environment.  They however  concluded  that  for Nigeria  to develop  in the area of science  and technology,  the teaching  of chemistry  must be supported by adequate  provision   of material  resources,  required   for  effective   instructions. Guidelines from the Federal Ministry of Education for the inspection of chemistry

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in  the  semor  secondary   schools  and  technical  colleges  recommends   activity oriented   and   participatory   methods   for   effective   teaching   and   learning   of chemistry in secondary schools (FME, 2002). On the other hand Oyeshola (2010) noted that even in a rich economy  it is not possible  for government  to equip the schools with all they need, the option is for teachers to make the best of what they can  get  or  construct.  However,  many  teachers  are  not  ready  to  use  innovative ways  of teaching   chemistry   concepts  to  students  but  rely  on  the  traditional method of ‘chalk and talk’  which has worsened matters (Ezennagha,  2008).

The problem of massive failure in chemistry at the senior secondary school certificate  examination  has continued to rear its ugly head without  solution. The WAEC  analysis  for May/June  SSCE enrolment  and results  of 2009, 2010,2011,

2012,  2013 and 2014 in chemistry of schools in Nigeria  showed a low enrolment trend  in the  subject  as follows-:  2009(468,546),  2010(465,643),  2011(565,695),

2012(583,372),  2013(678,329)  and 2014(638,289)  which  is against  the  total  of

1,765,723  in 2009;   1,865,987  in 2010;   1,587,233  in 2011;  1,723,652  in 2012;

1,637,402 in 2013 and 1,692,435 in 2014 who enrolled for the same examination. Also  the  percentage  passes  at  credit  level  (Grades  1-6)   in  the  subject  were;

2009(43.69),    2010(50.70)    and   2011(49.54),    2012(35.62),    2013(46.73)    and

2014(38.17).  Also  WASSCE  and NECO  SSCE  results  of students  in  Science, Technology, Engineering  and Mathematics  (STEM) subjects  in public  schools in Benue  State for 2009,  2010,  2011,  2012  and 2013  have  shown  low percentage passes in all the subjects,  see appendix Aland A2 (p.142 & 143)  for details.

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The  low  enrolment   and  subsequent  poor  achievements   of  students   in chemistry  over  these  periods  indicate  poor  and  perhaps   declining  quality  of science  education   at  senior  secondary   school  level  with  regards  to  physical structures   and  instructional   materials.  Many   students   feel   that  chemistry   is difficult  (Nahum,  Hofstein,  Mamlock-Naaman  &  Bar-Dov,  2004).  Also  Chiu (2005)  agrees  that  chemistry   is  a  complex   subject   though   it  is  filled  with interesting phenomena, appealing experimental  activities  and fruitful knowledge. Likewise  Upahi  and Olorundare  (2012) assert that chemistry  is one of the most conceptually  difficult subjects  on the school curriculum. Upahi and Olorundare), however,  advise that any one teaching the subject should be aware of the areas of difficulty in it. One of such areas  is the Periodic  Table  otherwise  referred  to as Chemical Periodicity.

The PeriodicTable  is a topic which is taught at the senior secondary school level in year two of the chemistry  syllabus.  At the tertiary  level,  it is treated  in detail as sub-divisions  of the various blocks of elements known as the s-block,  the p-block, the d-block, the Lanthanides  and actinides  (f-block).The Periodic  Table provides   information   on  properties   of elements   such  as  number  of protons, neutrons  and  electrons,  boiling  points,  densities,   states  of elements   at  room temperature, known isotopes and atomic masses (Mainstreet Theatre, nd). A breakdown  of topics  under  the Periodic  Table  includes;  metals,  non-metals  and noble  gases,  net electric  charge,  oxidation  state patterns  on the Periodic  Table, non-metals     forming    covalent    bonds,     periodic     trends    in    atomic    size,

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electronegativity  and  ionization  energy  (Toon,  Kwong,  Sadler,  Tsoi,  Edema  & Umobi, 2011 ).

Questions  on trends  in the Periodic  Table have continued  to pose difficulty for candidates  (WAEC  chief examiner’s reports, 2002, 2010,  2011&  2012). The report  of 2002  indicated  that  candidates  regularly  give incorrect,  inaccurate  and incomplete  answers  to these  questions. The report  also noted that describing  and accounting  for trends in the Periodic Table is an area where candidates  struggle to answer  questions  fully.  Also  in  the  same  report  98%  of candidates   attempted questions   on   elements    in   the   Periodic   Table   but   the   average   mark   was

21.1(42.2%). According  to this report, the section on elements  was attempted  by almost  all candidates  and was  overall the most poorly  answered  question  on the paper.  Common  incorrect  answers  included  helium being regarded  as the lightest known gas and hydrogen  as a monatomic  gas.

Analysis  of past question  papers  of examining  bodies  such as WAEC  and NECO by the researcher  indicate that a high percentage  of questions  in chemistry are  set  based  on  the  content  of the  periodic  table.   As  an  example,   the  2013

WAEC chemistry  paper II which has two parts (1  & 2) had 11  out of 50 questions in the part  I (objectives)  which  is 22%  of the  total  questions  coming  from  the periodic  table as well as two sub questions  in the essay part  set from the content of the periodic  table.  In addition, the NECO  SSCE Chemistry  II of 2013 had nine out of 60 objective  questions  making  up  15%  of the total questions  set from the content  of the periodic  table  and two  questions  from the essay  section  (part  B).

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The implication  of this analysis  to students  and teachers  is that  much  attention need to be given to the topic at this level. Students in particular  need to be well grounded in the topic.

Low achievement  in chemistry has for the past years been reported (Asiyai,

2005),   WAEC   Chief  Examiners’   reports   (2006,   2010,   2011&   2012)   also buttressed this report. Earlier, Obemeata (2001) observed failure in chemistry and attributed  it to  inappropriate  methods  of teaching.  The  chemistry  teacher  is  a crucial  factor  in chemistry  education  delivery.  This  is in line with  the  view  of Ogunkunle   and   Mbedele   (2008)   who   noted   that   no   matter   how   well   the curriculum  is planned,  it  is useless,  if not well delivered.  In order to alleviate the problem  of teaching  of chemistry  concepts,  particularly  the Periodic  Table,  the use of puzzles (games) has been suggested by the researcher as a useful tool.

A puzzle is a problem designed as a mental challenge and solving a puzzle often  provides  a rewarding  experience,  helping  the  solver  to  think  in  a  way. Slocum (2009) added that a puzzle can be constructed  intentionally  or is used to perplex and to stimulate thinking  of potential  solutions.  Slocum defines a puzzle as a game of skill or intelligence.   Also,  a puzzle is a problem or enigma that tests the  ingenuity  of the  solver.  In  a basic  puzzle,  one  is  intended  to  put  together pieces  in a logical way  in order to  come  up with  the  desired  solution.  For the purpose  of this  study,  chemistry-based   puzzles  are  recommended.  These  are puzzles which are created based on chemistry  concepts to teach or learn only the concepts  that relate  to science  especially  chemistry  (Cramer,  Ramachandran  &

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Viera,  2004).  Such  puzzles  include;  crossword,  word  search,  Sudoku,  mazes, jigsaw and scrabble.  Scientific- based puzzles can be of benefit to the user as they promote  the  development   of scientific  attitudes  such  as  objectivity,  honesty, curiosity,  patience,  open-mindedness.  Users  also develop  science  process  skills such as observing, classifying, predicting, drawing conclusion, recording data and hypothesizing   (Achimugu,  2012).  Achimugu   also  noted  that  chemistry-based puzzles  arouse  and maintain  curiosity  in chemistry  students  and discourage  rote memorization.

Chemistry  -based puzzles  fall under the category  of serious games called edutainment, which is educating through  entertainment  (Michael & Chen, 2006). Games may be played seriously  or casually,  according  to Michael  and Chen and they have explicit and carefully thought out educational purpose and are not to be played   primarily    for   amusement.    Studies   with   games   show   that   peoples motivation  increase when they participate  in game-based  activity  (Siang & Rao,

2003).  For  this  reason,  the  educational  games  (puzzles)  are  considered  in this study.

Applying  chemistry-puzzles   in solving  the problem  of difficulty in understanding   the  periodic  table  is  the  main  thrust  of this  research.  This  is because  a lot of questions  from WAEC/NECO  SSCE are based  on the periodic table.  The periodic  table also spans the whole of general chemistry  and it forms the bases  for other  topics  in chemistry  (Toon  et al., 2011).  Although  lecturing may  be  the  most  prevalent  teaching  tool,  it  is  less  effective  way  to  facilitate

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students’  learning (Mohammed,  2011 ).  Obiekwe (2008) reported that all is not well  with  science  instruction  in Nigerian  secondary  schools,  and  noted  that science teaching  lays  extreme emphasis on content and the use of “Chalk and talk”  method.  The relevance  of chemistry  needs to embrace  relevant  teaching approaches to the teaching of the subject in schools (Holbrook,  2005).  For this reason the teacher must teach with purpose for learners to achieve meaningfully.

Meaningful learning is explained in terms of retention which is a term used to  denote  the  demonstration   that   learning  has  been   maintained   overtime. Retention may be displayed through recognition  or recall of facts which have been learnt over time. Recalling information which is stored in the brain after a period  means that knowledge  has been gained, this in turn means that a high performance during examination can be achieved.  It is the hope of the researcher that puzzle -based teaching when properly applied in the classroom will enhance easy recall of facts by students.This is because according to Moore and Dettlaf (2005),  puzzle-based   teaching  in  the  classroom  provides  hands-on  learning activities, making students to be actively involved in learning rather than being passive.  When students  are actively involved,  they easily remember  what they have been  taught.  Retention  according  to Mangal  (2011)  is the  ability  of an individual  to reproduce  past  learning. Thus  retention  is a necessary  factor  for academic achievement.

Another important variable in learning which is considered in this study is interest  of the learner.  Imoko and Agwagah (2006) have looked at interest as a

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subjective  feeling  of concentration  or persisting  tendency  to pay  attention  and enjoy  some  activity  or  content.  According  to  Imoko  and  Agwagah,  children’s interest needs to be stimulated  in order to learn,  even though  they are physically and intellectually  capable of learning.  Once stimulated,  they continue  to learn as long  as the teacher  is capable  of sustaining  their  interest  in the  subject  matter. Interest is a feeling towards an activity which can be carried out by an individual, it means wanting to know more or the feeling one has when one wants to know or learn   more.   It  is  the  responsibility   of the  teacher   to  create   an  interesting environment  for learning  in order to catch  the attention  of the  learner.  Such an environment  can be  created  by  the  use  of puzzles  in teaching  and  learning.  A study by Franklin, Peat and Levis (2003) indicated that learning with puzzles can increase motivation and students’ interest in the topic at hand. Also Franklin et al. (2003) and Moore  and Dettlaf (2005) observed  that puzzles  have been shown to be effective  teaching  tools of terminology,  definitions,  spellings  and pairing  key concepts  with related  names, resulting  in greater retention  and memorization  of facts as well as interest in the topic being learnt.

Gender  is another  variable  which  needs to be tested  in this study because concern  has  been  shown  by  researchers  on  this  issue  in science.  Gender  is an attribute of being male or female.  Gender differences  have become the hot list of critical  issues  around  the world.  Studies  on  gender  and achievement  in science have not been consistent. While the majority  of studies found out that females out performed  males,  others found the opposite;  on the other hand,  other researchers

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found  no  differences  at  all between  males  and  females  concernmg  academic achievement  and success.  Gender differences  according to Khwaileh  and Zaza (2011) are widest at secondary level of education.  It is for these reasons that the researcher   seeks  to  ascertain  the  effects   of science-based   puzzles   and  its interaction with gender on achievement,  retention and interest of students on the periodic table.

Statement of the problem

The problem of underachievement  in chemistry has been blamed on poor teaching methods as a major factor.The concept of chemical periodicity has been established  as  difficult  to  students.  The  periodic  table  itself is  complex  for students  to  cram  or  learn  all the  elements  in  it,  so as to  meet up  with  their knowledge  in examination  questions  set on them.  Activity oriented  classes are needed to enhance better understanding of the arrangement, trends and properties of all the elements on the periodic table. This activity based teaching is lacking in the teaching of this topic as is evident in literature that most teachers depend on the traditional  method. This brings about poor performance  in this topic during examination  and subsequent  failure in the  subject  and low achievement  at the long run.

Evidence has also shown that knowledge retention is a necessary factor for achievement and this is lacking in the case of science students who learn by rote memorization  of concepts.  To crown it all,  the interest of the learner is marred due to lack of activities which should ginger them to learn. Lastly, gender stereo

typing has not helped matters.  To this end,  the researcher adopted puzzle-based teaching  strategy  using  chemistry-based  puzzles  as  a  means  to  alleviate  the problem of underachievement  and poor performance in chemical periodicity. Purpose of the Study

The general purpose of the study was to determine the effects of science-based puzzles on senior secondary students’  achievement, retention and interest in chemical periodicity.  Specifically, the study ascertained the

1.    effect of teaching with chemistry-based puzzles on the mean achievement scores of students in chemical periodicity.

2.   effect of gender on the mean achievement  scores of students in chemical periodicity.

3.   interaction effect of gender and treatments on students’  mean achievement scores in chemical periodicity.

4.   effect  of teaching  with  chemistry-based  puzzles  on  the  mean  retention scores of students in chemical periodicity.

5.   effect  of gender  on the  mean  retention  scores  of students  in   chemical periodicity.

6.   interaction  effect  of gender  and treatments  on students’  mean retention scores in chemistry.

7.   effect of teaching with chemistry-based puzzles on the mean interest scores of students in chemical periodicity.

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8.   effect  of gender  on  the  mean  interest  scores  of students  in   chemical periodicity.

9.   interaction  effect  of gender  and  treatments  on  students’   mean  interest scores in chemical periodicity.

Significance of the study

This study was anchored on Vygotsky’s social constructivist  theory. This theory was developed by Lev Vygotsky in 1932. Vygotsky’s theory of learning is based on social-cultural  background  of the learner.   The emphasis  is on social interaction to explain children’s cognitive developments. Puzzles are an aspect of games which promote children’s social interaction both in and outside the classroom.  They  can be  applied  in teaching  of specific  concepts  and can aid students to learn faster. The result of this study will help to validate Vygotsky’s social learning theory otherwise, it will question it.

Practically, the following people will benefit from this study; teachers, students, science curriculum planners, ministries of science and technology  and education.  Specificallyscience teachers would be exposed to different approaches to teaching thatmake their classes interesting. Students will benefit from the study because they will be exposed to a new learning style which will enhance their vocabulary  in science.  Puzzles  are easy to create and can also be downloaded from the internet. They would also engage students’ idle hours.

The study will enable science curriculum planners to plan curriculum which will  include  puzzles  as  instructional  materials  and  resources  to  be  used  in

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teaching  chemistry  concepts.  The State and Federal  Ministries  of Science and Technology will make decisions which will benefit the science students, as well as organize science competitions in these areas.

The findings and recommendations  of this study will be made available on the  internet  and  libraries  for all lovers  of knowledge  to  access.  It  will  show empirically that puzzles can be used to teach chemistry concept; for example the periodic table.

It  will  help  students  to design  their  puzzles  especially  when  the teacher creates awareness  on the availability  of puzzles  on the internet and from print materials.  Also  the  knowledge   from  these  findings  will  improve  students’ scientific vocabulary and accurate spellings.

Scope of the Study

This  study  was  on  the  effect   of chemistry-based   puzzles   on  senor secondary school students’ achievement, retention and interest in chemical periodicity.  The study was  carried out in Makurdi  Local Government  Area of Benue State.  The Senior Secondary two (SS II) students of chemistry were used for this study and the  only portion  of the  chemistry  curriculum  was the topic “Chemical  Periodicity”  which  is  taught  in  the  second  term  of year  two  at secondary level.

Research Questions

The following research questions were answered in the study:

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1.   What is the difference in the mean achievement scores of students taught chemical periodicity with chemistry- based puzzles and those taught with the demonstration method?

2.   What is the difference in the mean achievement scores of male and female students taught chemical periodicity using chemistry-based puzzles?

3.  What is the interaction effect of gender and treatments on students’  mean achievement scores in chemical periodicity?

4.  What  is  the  difference  in the  mean  retention  scores  of students  taught chemical periodicity with chemistry- based puzzles and those taught with the demonstration method?

5.   What is  the difference  in the mean retention  scores of male and female students taught chemical periodicity using chemistry- based puzzles?

6.   What is the interaction effect of gender and treatments on students’  mean retention scores in chemical periodicity?

7.  What  is  the  difference  in  the  mean  interest  scores  of students  taught chemical periodicity with chemistry based puzzles and those taught with the demonstration method?

8.   What  is the  difference  in  the  mean  interest  scores of male and female students taught chemical periodicity using chemistry-based puzzles?

9.   What is the interaction effect of gender and treatments on students’  mean interest scores in chemical periodicity?

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Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of significance.

1.   There  is  no  significant  difference  in  the  mean  achievement  scores  of students  taught  chemical  periodicity  with  chemistry-based  puzzles  and those taught with the demonstration method.

2.   The mean achievement scores of male students do not significantly differ from their female counterparts who are taught chemical periodicity  with chemistry-based puzzles and those taught with the demonstration method.

3.  There  is  no  significant  interaction  effect  of gender  and  treatments  on students’  mean achievement scores in chemical periodicity.

4.   There is no significant difference  in the mean retention scores of students in  chemical  periodicity  who  are taught  with  science-based  puzzles  and those taught with the demonstration method.

5.   The mean retention scores of male students do not significantly differ from their   female  counterparts   who  are  taught   chemical  periodicity   with chemistry-based puzzles and those taught with the demonstration method

6.  There  is  no  significant  interaction  effect  of gender  and  treatments  on students’ mean retention scores in chemical periodicity.

7.   There is no significant difference in the mean interest scores of students in chemical  periodicity  who  are taught  with  chemistry-based  puzzles  and those taught with the demonstration method.

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8.   The mean interest scores of male students do not significantly differ from their   female   counterparts   when   taught   chemical   periodicity   usmg chemistry-based puzzles and those taught with the demonstration.

9.  There  is  no  significant  interaction  effect  of gender  and  treatments  on students’ mean interest scores in chemical periodicity



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EFFECTS OF CHEMISTRY-BASED PUZZLES ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACHIEVEMENT RETENTION AND INTEREST IN CHEMICAL PERIODICITY

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