Framing Instructional Strategy And Senior Secondary School Chemistry Students’ Achievement In Stoichiometry In Aba Educational Zone Of Abia State.

ABSTRACT

The study is aimed at examining Framing Instructional Strategy and senior secondary school chemistry students’ Achievement in Stoichiometry in Aba Educational Zone of Abia State. The study adopted quasi experimental design. Three research questions and six hypotheses were formulated to guide the study. The population of the study comprised all the 2,275 chemistry students of 2015/2016 session in public secondary schools in Aba Educational Zone of Abia State. Multi-stage sampling technique was used to select 72 chemistry students and the use of intact classes was involved. A 30 item multiple choice Stoichiometry Achievement Test (SAT) with options A-D was developed which covered the SS2 chemistry curriculum. The content areas are particulate nature of matter, symbols, formulae and equations, mass-volume relationship. The reliability of the instrument was established using Kuder-Richardson KR-20 and it yielded an estimate of 0.72. The data collected were analyzed using mean and standard deviation for research question while the hypotheses were tested using Analysis of co-variance (ANCOVA) at 0.05 level of significance. The findings of the study, among others, showed that there was significant mean difference between achievement scores of students taught with framing instructional strategy and those taught with lecture method. It was recommended that chemistry teachers should use framing instructional strategy in teaching of stoichiometry, among others.