EFFECT OF PROGRAMMED INSTRUCTION STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDE IN QUALITATIVE INORGANIC ANALYSIS IN OYO METROPOLIS

The attitude and academic achievement of secondary school students toward practical Chemistry, most especially qualitative inorganic analysis, are critical to fostering scientific literacy and preparing students for further studies in science-related fields. However, evidence from recent studies and reports indicates a persistent decline in students’ attitude and achievement in practical Chemistry, particularly in areas that require higher-order thinking and problem-solving skills such as qualitative inorganic analysis. This problem was mostly attributed to mode of instruction. Hence, this research focused on the effect of programmed instruction strategy on secondary schools students’ attitude and academic achievement in qualitative inorganic analysis in Oyo Metropolis. This study adopted a 3x2 factorial quasi-experimental design with pretest, posttest, non randomized control group and non- equivalent intact groups. The population of the study was two thousand six hundred and thirty-nine {2639} SS II students in Oyo Educational Zone of Oyo State. One hundred and forty-seven {147} participants were selected from six schools for this study using multistage sampling procedure and intact classes. The study employed the use of improvised materials which are grinded dried unripe plantain peels, grinded dried green cocoyam leaves and limestone ore as salts. Test of Concept of Qualitative Inorganic Analysis {TCQIA}{KR20= O.85} and Attitude to Qualitative Inorganic Analysis Questionnaire {AQIAQ}{Cronbach Alpha = 0.81} were used for data collection. Two hypotheses formulated at 0.05 level of significance and tested using Analysis of Covariance (ANCOVA) was used for data analysis. The findings of the study revealed no significant main effect of treatment on student’s attitude to qualitative inorganic analysis {F{2,140}= 0.1, p > 0.05}. }. It can also be concluded from the study that programmed instruction strategy significantly enhanced academic achievement in qualitative inorganic analysis. It was recommended that Chemistry teachers should be trained on the use of programmed instruction strategy and encouraged them to be using it for classroom instruction.