EFFECT OF ACTIVITY BASED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS’ IN CHEMISTRY

Okediji Adejare Alabi

Department of Integrated Science, School of Science Education

Federal College of Education (Technical) Akoka, Lagos

E-mail: adejareokediji@yahoo.com

Abstract: The high rates of failure recorded by students in public schools have been a major concern to researchers. Consequently, the poor achievement in chemistry had been traced to conventional strategy that did not put into consideration the students’ activity in teaching and learning process. The research concerns itself with theeffect of activity based teaching strategy on students ‘achievement of secondary school students’ in chemistry.. The moderating effects of gender were also being examined. The study adopted a pretest, posttest, control group, quasi-experimental research design. Five instruments used in the study were: Students Chemistry Achievement Test (SCAT). Instructional guide on Activity based teaching (IGABT). Instructional Guide on Conventional Strategy in Chemistry (IGACSC). Evaluation sheets for assessing teacher performance on the strategies (ESATPS) on Activity based Strategy, and ESAT on Modified Conventional Strategy. Two null hypotheses were tested at 0.05 alpha levels. Data was analysed using ANCOVA Treatment had significant effect on subjects’ post-test achievement scores (F(2,369)=35.248; partial squared =.160). Activity based teaching Strategy was significantly difference from Modified Conventional Strategy in their achievement scores. It was recommended that teachers should facilitate the use of Activity based teaching strategy in schools to improve their achievement in the subject.