ABSTRACT

The study was aimed at determining the effects of think aloud and self assessment instructional strategies on students’ achievement in senior secondary school chemistry in Imo State. Four research questions and four null hypotheses were formulated to guide the study. The research adopted quasi experimental design. The population for the study comprised 7,825 chemistry students of 2017-2018 sessions in public secondary schools in Imo State. A two stage sampling procedure was used to draw 128 chemistry students from the three intact classes which were used for the study. A 50 item multiple chemistry achievement test (CAT) with options A-E as developed which covered the SS2 chemistry curriculum. The content areas are: Rate of chemical reaction, energy change and chemical reaction, chemical equilibrium, energy change (Endothermic and Exothermic reaction), energy change (Hess Law, lattice energy, law of thermodynamics, enthalpy and entropy change), energy change (energy of reaction, bond energy, enthalpy, entropy and free energy change).The reliability of the instrument was determined using Kuder-Richardson KR-20 and it yielded estimate of 0.86. The data collected were analysed using mean and standard deviation for research questions while the null hypotheses were tested using Analysis of covariance (ANCOVA) at 0.05 level of significance. The findings of the study, among others, showed that there was a significant difference in the mean achievement scores of chemistry students taught think aloud, self assessment and conventional method. Students taught using think aloud instructional strategy and self assessment instructional strategy performed significantly better than students taught using conventional method. It is recommended that chemistry teachers should use think aloud, self assessment instructional strategies in teaching and learning of chemistry.