Abstract
The study investigated the effect of Context-Based Instructional Strategy (CBIS) on students’ achievement in chemistry. CBIS was used as experimental group and Expository Instructional Strategy (EIS) as control group, sources showed that students’ poor achievement in chemistry is from teaching strategy adopted by the chemistry teachers. Two research questions were answered and two null hypotheses were formulated and tested. This strategy recognizes the need for student-centered, relevance of tasks and students' voice; it also helps students develop creative and critical learning skills. A quasi-experimental (Non-equivalent, pretest, posttest control group) design was adopted for the study. The population for the study comprised all senior secondary class one (SSI) students who were offering chemistry in co-education schools in Agbani Education zone. The instrument for data collection was a self-developed Basic Chemistry Achievement Test (BCAT). Relevant data were collected from a sample of SSI chemistry students using purposive random sampling techniques from two co-education schools in Agbani Education Zone of Enugu State, Nigeria. A reliability co-efficient of 0.85 was obtained for the instrument using Kuder-Richardson formula20. Mean and standard deviation scores were used to answer the research questions while two way analysis of covariance (ANCOVA) was used to test the hypotheses. The findings showed that the experimental group taught with Context-Based Instructional Strategy (CBIS) obtained a higher mean achievement score than the control group in the post BCAT; male students had higher mean achievement scores than their female counterparts. The difference was significant. It was recommended, among others, that CBIS should be given more emphasis.
Author Information
Charles U Eze, Enugu State University of Science and Technology, Nigeria
Joy Johnbest Egbo, Enugu State University of Science and Technology, Nigeria
Bernadine N. Nweze, Enugu State University of Science and Technology, Nigeria
Cynthia O. Omeje, Enugu State University of Science and Technology, Nigeria
Paper Information
Conference: ECE2023
Stream: Teaching Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Eze C., Egbo J., Nweze B., & Omeje C. (2023) Exploring the Efficacy of Context-Based Instructional Strategy in Fostering Students’ Achievement in Chemistry in Agbani Education Zone, Enugu State Nigeria ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.40
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.40
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