5E Instructional and Expository Strategies on Secondary School Students’ Academic Performance in Titrimetry in Ukanafun Local Government Area, Akwa Ibom State, Nigeria
DOI:
https://doi.org/10.67487/tjesd.v2i5.309Keywords:
5E instructional and expository strategies, students’ academic performance, genderAbstract
This study investigated the effects of 5E instructional and expository strategies on secondary school students’ academic performance in the concept of titrimetry in chemistry in the Ukanafun Local Government Area, Akwa Ibom State. 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 the Ukanafun Local Government Area was used for the study. Three researcher-developed instruments, titled “Chemistry Performance Test (CPT)," were used for data collection. The reliability coefficients of the instrument stood at an r of 0.75, respectively. 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 a significant difference between academic performance scores of students taught titrimetry using 5E instructional and expository strategies. The study recommended that the 5E instructional strategy should be used more in the teaching and learning of chemistry concepts than the expository strategy to improve students’ academic performance.
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