EFFECT OF TWO INSTRUCTIONAL STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN CHEMISTRY IN SECONDARY SCHOOLS IN KWALI, FCT, ABUJA

Abstract

The study investigated the effect of two Instructional strategies on the academic achievement of students in Chemistry in secondary schools in Kwali Area Council, Abuja. The study had two research objectives which were translated into research questions and research hypotheses. The population of the study was 8,721 SS 2 students of chemistry and 160 students were sampled through purposive sampling. The study was tested using a quasi-experimental research design. Simple percentage analysis was used to examine the research questions, and Analysis of Covariance analysis (ANCOVA) was used to analyze the research hypotheses According to the study, the ASEI teaching strategy increases students' academic achievement in chemistry more than lecture method, the use of ASEI teaching strategy demonstrated that gender did not have any significant influence on the students’ achievement of students.  It was recommended that educational institutions should emphasize the importance of using the ASEI teaching technique to enhance students’ achievement. 

Keywords: Activity, Students, Experiment, Improvisation, gender, lecture method