Effect of Ethno-Chemistry Instructional Strategy on Senior Secondary School Students' Achievement in Chemistry: A Quasi-Experimental Study in Ilorin West, Nigeria
1*Salihu Folorunsho Adisa & 2Salihu Jibril Mohammed
1* & 2 Department of Arts and Science, Faculty of Education, Kwara State University, Malete, Nigeria Email: funzy4life@gmail.com & salihu.mohammed@kwasu.edu.ng ORC ID: https://orcid,org/ 0009-0008-5600-5691
Abstract
The study investigated the effect of ethno-chemistry instructional strategy on senior secondary school students’ achievement in chemistry education. Two research questions and hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. The design of the study was quasi-experimental. The population of the study was 409 senior Secondary School year one (SS 1) chemistry education students in Ilorin west local government area of Kwara state, Nigeria. A sample of 50 students were drawn and used for the study. The instrument for data collection was chemistry education Achievement Test (CCAT). The reliability of CCAT was established using Kuder-Richardson formula 20 and found to be 0.69. Data were collected by administering the instrument as pretest and posttest after treatment of the groups. The mean, standard deviation, and Investigation of Covariance, also known as ANCOVA, were used to examine the collected data. The findings demonstrated that the experimental group, which was taught applying an ethno-chemistry instruction technique, had significantly higher mean achievement scores than the control group. Gender also had a substantial impact on pupils' academic performance. It was suggested that chemistry teachers use ethno-science as an instructional technique to connect learning and teaching to the students' cultural practices and other indigenous knowledge.
Keywords: Teaching, Strategy, Ethno-Science, Ethno-Chemistry
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