Impacts of Ethno-Chemistry-Based-Approach on Achievement and Retention in Separation Techniques Concept among Secondary School Chemistry Students in Edo State, Nigeria

The study investigated Impacts of Ethno-Chemistry-Based-Approach on Achievement and Retention in Separation Techniques Concept among Secondary School Chemistry Students in Edo State, Nigeria. This study adopted quasi-experimental pre-test, post-test non-equivalent control group research. The population of the study was 5,676 Senior Secondary School one (SSI) Chemistry students during the 2024/2025 academic session in Egor Local Government Area of Edo State; out of which a sample of 64 students were purposefully selected using random sampling techniques. The instrument for data collection was Chemistry Separation Techniques Achievement Test (CSTAT) with the reliability value of 0.77 using Kuder-Richardson (KR-20). Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation while the hypotheses were tested at 0.05 level of significance using t-test statistics. The study revealed that students taught separation techniques using ethno-chemistry-based-approach had significantly higher mean achievement scores and higher mean retention scores compared to their counterparts taught using Lecture Method. This implies that ethno-chemistry-based-approach can improve the achievement of secondary school chemistry students and give them better retention compared to the Lecture Method. It was recommended that ethno-chemistry-based-approach should be incorporated into the curriculum design, alongside traditional methods and be used by the teachers to ensure effective delivery of Chemistry classroom instruction.