Influence of behavioral and evaluative strategies used in chemistry teaching on the academic performance of secondary school students in Mozambique

• Autor(a) principal: Mabica, Alfredo Pedro
• Data de Publicação: 2021
• Outros Autores: Fuentes, Rolando Díaz, Zamora, Marysol Alvear
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2020.9689

Science teaching is a process in continuous change and aims to generate knowledge about fundamental theories and laws based on experimental processes; according to this, current teachers must develop a pedagogical practice that accounts for the current requirements, and must focus their work on innovative and constructivist research methods. The objective of this article is to describe and associate the type of practice used by teachers in chemistry teaching with academic performance. In order to obtain quantitative data, a Likert scale with the behavioural and evaluative constructs was used in a total of 178 students from three secondary schools in Maputo province, Mozambique. Initially, the internal consistency of the instrument was evaluated through the Cronbach Alpha index, and later, statistical associations were determined through the Chi-Square test. The results showed a lack of association between each of the factors, behavioural strategies and evaluative strategies, with academic performance, which denotes a disconnect in the way the pedagogical process is developed and the students’ performances.