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Rosemary C. Ugonwa, University of Port Harcourt, NigeriaAbstract
This paper examined the effect of active learning approach on Senior Secondary School Students’ Chemistry Performance in Rivers State. Quasi-experimental, non-equivalent pre-test, post-test control group design was adopted for the research. A sample size of fifty (50) senior secondary school II students participated in the study. Two research questions and two null hypotheses guided the study. A validated instrument titled Chemistry Performance Test (CPT) was used to collate the data. The reliability of the instrument was established using Kuder-Richardson -21 (KR-21) to obtain an index of +0.84. The research questions were answered using mean and standard deviation while the hypotheses were tested using ANCOVA at 0.05 significant level. Findings from the study revealed that the Chemistry students taught using active learning approach made higher learning performance gain than those taught with the traditional lecture method. There was a significant effect of the use of active learning approach over the traditional lecture method on the scores of the students. It was recommended among others that the use of active learning approach be adopted as a learning approach in the teaching and learning of Chemistry at all levels of education to enhance learning and improve students’ performance in Chemistry.
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Conference: ACE2025Stream: Teaching Experiences
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Ugonwa R. (2026) Effect of Active Learning Approach on Senior Secondary Students’ Chemistry Performance in Rivers State, Nigeria ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1633-1643) https://doi.org/10.22492/issn.2186-5892.2026.124
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.124
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