PERCEIVED INFLUENCE OF ACTIVITY-BASED CHEMISTRY INSTRUCTION ON ACADEMICS ACHIEVEMENT OF SCIENCE STUDENTS IN SENIOR SECONDARY SCHOOL MINNA, NIGER STATE

Abstract

The study investigated the perceived influence of activity-based chemistry instruction on the academic performance of science students in senior secondary schools in Bosso Local Government Area, Minna, Niger State. Two research objectives, two research questions and one null hypothesis were formulated and tested at the 0.05 level of significance. A descriptive survey research design was adopted for the study. The study population comprised all SS2 science students in a selected Secondary School, Minna, Niger State, from which a sample of 49 respondents was selected using convenience sampling technique. Data were collected using a structured, validated questionnaire containing items related to the research objectives. The reliability of the instrument was established using Cronbach Alpha formula with 0.74 coefficient. Data collected were analysed using mean, standard deviation, and independent t-test statistics. The findings revealed that students in the selected Secondary School agreed that activity-based chemistry instruction influences their academic performance and significantly enhances their understanding of atomic structure. No significant difference was found between the mean responses of male and female students regarding their perceived influence of activity-based chemistry instruction with p = 0.68, which shows that the approach is equally perceived to be effective across the gender. The study concluded that to improved student performance in chemistry, regardless of gender, chemistry teachers must support their teaching with other strategies like activity-based instruction. The study recommended that provision of adequate laboratory resources to enhance the uses of activity-based chemistry instruction by the teachers.

DOI: https://doi.org/10.5281/zenodo.18629557