Comparative Effects of Experiential and Demonstration Instructional Strategies on Chemistry Students’ Academic Performance in Titrimetry in Uyo Local Government Area, Akwa Ibom State
DOI:
https://doi.org/10.67487/gjmret.v2i5.296Keywords:
experiential and demonstration instructional strategies, students’ academic performance and genderAbstract
This study investigated the comparative effects of experiential and demonstration instructional strategies on chemistry students’ academic performance in titrimetry in Uyo Local Government, Akwa Ibom State, Nigeria. Two research questions were raised, and two research hypotheses were formulated to guide the study. The study was a quasi-experimental research consisting of a pretest, posttest, and non-equivalent groups design. A sample size of 130 senior secondary two (SS2) chemistry students from two co-educational secondary schools in Uyo Local Government Area was used for the study. The Chemistry Performance Test (CPT) was used for data collection. The reliability of the instrument was calculated using Kuder-Richardson-20 (KR-20), and the reliability coefficient (r) of 0.75 was obtained. Mean and standard deviation scores were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses that guided the study. All null hypotheses were tested at the .05 level of significance. The findings showed that there is no significant difference between academic performance and retention mean scores of students taught titrimetry using experiential and demonstration strategies. The study recommended that both experiential and demonstration instructional strategies should be used in the teaching and learning of chemistry concepts to improve students’ academic performance.
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