Enhancing chemistry teaching in secondary schools: An alternative teaching approach
This study adopted the quasi-experimental research design to examine the alterative teaching methods in secondary chemistry using the cooperative instructional strategy dimension. The sample consists of two hundred and thirty (230) Senior Secondary two (SS II) chemistry students were drawn from three out of ten (10) public secondary schools in Tai Local Government Area of Rivers State, Nigeria. Two research instruments were developed for the study: Researcher’s Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT). The instrument was validated and its reliability of the Pearson Product Moment Correlation formula value of 0.62. Three hypotheses were formulated and tested using Analysis of Covariance (ANCOVA). The instrument was administered on both the experimental group and Control group. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional strategy and conventional teaching method. The cooperative instructional strategy was found to be more effective in enhancing better performance of the learners. Some recommendations were also made among which were that the current prevailing teaching and learning approach should be restructured.
Key Words: Teaching Approach, chemistry, Cooperative Instructional Strategy, Secondary school, Performance and Students.
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