Effect of Tutorial Instructional Strategy on Students' Interest and Performance in Chemical Equilibrium in Abuja Municipal Area Council, Abuja, Nigeria

Ogbole Simon Achadu

Abstract


This study investigated the effect of tutorial instructional strategy on students' interest and performance in chemical equilibrium in AMAC, Abuja, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The researcher adopted quasi-experimental design of pre-test, post-test control group. The population consisted of 723 senior secondary school two (SS II) students from 19 public secondary schools in AMAC. The sample comprised 102 (SS II) students of which 60 experimental group and 42 control group. A sample random sampling technique was used to select sample for the study. Chemical Equilibrium Interest Scale (CEIS) and Chemical Equilibrium Performance Test (CEPT) were used as instruments for data collection. The reliability of CEIS using Cronbach Alpha yielded 0.84 while that of CEPT yielded 0.88. Data were analyzed using mean and standard deviation to answer research questions and null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings revealed a significant difference in the mean interest ratings of students in chemical equilibrium using tutorial instructional strategy and conventional method. Also, a significant difference existed in the mean academic performance scores in chemical equilibrium using tutorial instructional strategy and conventional method. The study recommended that teachers should use tutorial instructional strategy in chemical equilibrium lessons to boost student interest and performance, AMAC should organized seminars, workshop and conference for chemistry teachers on the use of tutorial instructional strategy among others. 


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References


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