Effect of Procedural Knowledge Instructional Technique on Chemistry Students' Interest in Qualitative Analysis

Abstract The study investigated the effect of Procedural Knowledge Instructional Technique on Chemistry Students’ Interest in Qualitative Analysis. The main purpose of this study was to determine the effect of procedural knowledge instructional technique on chemistry students’ interest in qualitative analysis. The population of the study consisted of all SS2 chemistry students in Nsukka Education Zone of Enugu State. The sample size for the study was 237 students from eight schools out of fifty – eight public schools in the area. The design of the study was non- randomized control group quasi-experimental design. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions. The hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings showed that: Procedural knowledge instructional technique (PKIT) increases students’ interest in qualitative analysis and in scientific investigation activities irrespective of gender.