TEACHER’S CLASSROOM STRATEGY AND ACHIEVEMENT IN CHEMISTRY IN SELECTED SECONDARY SCHOOLS IN IKPHOBA-OKHA LOCAL GOVERNMENT AREA

ABSTRACT

This research work was carried out to establish the relationship between teachers classroom strategy and students’ achievement in chemistry in selected secondary schools in Ikphoba-Okha Local Government Area. Four research questions were raised and two (2) hypothesis were formulated, analyzed and tested for the purpose of the study. A descriptive survey research design was used for this study and purposive random sampling technique was used to select one hundred (100) respondents who are students in selected schools in Ikphoba Ohka Local Government Area of Edo State. A structured questionnaire was used as the instrument of the study, a descriptive statistics using frequency and percentages was used in the data analysis of the questionnaire and Student T-Test was used to test for the hypothesis of the study. Chemistry is being taught professionally in the selected schools by qualified teachers. Classroom teaching strategies such as classroom demonstration strategy, problem solving strategy, classroom discussion strategy, cooperative classroom learning and self-efficacy enhancing strategy, are used by chemistry teachers in the selected schools in the study area. There is a great level of students’ acceptability and attitude towards the teaching strategies adopted by chemistry teachers in the selected schools in the study area. There are impacts of the classroom teaching strategies of chemistry teachers on the academic performance of students in the selected schools in the study area. It is important for further research to be conducted to better understand the specific teaching strategies that are most effective for chemistry students in Nigeria.