Dr Nsibiet Uso Ekanem & Dr Iberedem Bassey Daniel
Abstract
The study adopted quasi-experimental research design to investigate the effect of cooperative instructional strategy on chemistry students’ academic achievement in Abak Local Government Area. Three research questions and three hypotheses guided the study. The population of the study consisted of all the 4,812 senior secondary II chemistry students in the study area. The study sample comprised of 200 SS2 chemistry students in both urban and rural schools in the study area selected using simple random sampling technique. One researchers-developed instrument titled Chemical Bonding Achievement Test (CBAT) was designed and used to measure the students’ pre-test and post-test achievement in the concept investigated. It has a reliability index of 0.76 established using test-retest method. The data generated from the study was analysed using mean, standard deviation and analysis of covariance (ANCOVA). Results showed that students taught chemistry using cooperative instructional strategy performed significantly better than those taught using expository instructional strategy; and that gender and school location had no statistically significant influence on students’ academic achievement. Based on the results, it was recommended that teachers should strive to use blended instructional strategy in teaching chemistry as this will help to concretize learning and enhance the academic achievement of students.