Effects of Reformulation of Knowledge and Expository Teaching Strategies on Students’ Performance in Chemistry
AbstractThis quasi-experimental study conducted in 2 co-educational secondary
schools in Uyo Local Government Area of Akwa Ibom State, Nigeria
investigated the effectiveness of reformulation of knowledge teaching
approach in facilitating students’ achievement in chemistry compared with
the traditional expository method considering their gender differences. Two
research questions and two hypotheses guided the study. The sample
consisted of 96 students (51males and 45 females). The instrument for data
collection was a 25-item multiple choice questions – Chemistry Achievement
Test (CAT) – with a reliability index of 0.72. Validated researcher-made
instructional packages on reformulation and expository methods were used
in teaching the concept of properties and reactions of water to the subjects in
their intact class setting. The results of analyses of data using Analysis of
Covariance (ANCOVA) showed that those taught using reformulation of
knowledge approach performed significantly better than those taught using
the expository method; and that gender is not a significant determinant of
students’ performance in chemistry. Consequently, it was recommended that
chemistry teachers should make effective use of this approach in teaching
chemistry concepts in view of its high facilitative effect.
Copyright is owners of the journal.
African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.