COMPARATIVE EFFECTS OF TEACHING STRATEGIES ON STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOL CHEMISTRY IN ORON LOCAL GOVERNMENT AREA

ABSTRACT: This study investigated the effect of Teaching Strategies on Students’ Academic Performance in Chemistry in Oron Local Government Area. The study adopted a quasi- experimental pretest posttest research design. The population of the study consisted of 1663 Senior Secondary One (SSS1) students in the public secondary schools in Oron Local Government Area. 140 Senior Secondary School One students were selected for the study using multistage sampling techniques, where simple random technique was used to select 3 public secondary schools out of the 5 public secondary schools in the study area, and the students were taught in their intact classes. The instrument used for data collection was the "Chemistry Performance Test on Particulate Nature of Matter". The instrument was subjected to face and content validity. A reliability coefficient of 0.85 was obtained for the instrument using the Kuder-Richardson formula 20. Mean and Standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. The findings show that there is no significant difference between the mean performance scores of chemistry students taught using flipped, rotational, and supplemental teaching strategies; there is no significant difference between the mean performance scores of male and female students in chemistry when taught using flipped, rotational, and supplemental teaching strategies. It was concluded that teaching strategies improve students' academic performance. It was therefore recommended, among others, that for effective teaching strategies in enhancing students’ academic performance and retention in chemistry, teachers should make use of rotational teaching strategy.