The Effect of Procedural Knowledge Instructional Technique and Graphic Organisers on Chemistry Students’ Academic Achievement in Writing and Balancing of Chemical Equations
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Abstract
This study investigated the effects of procedural knowledge instructional technique and graphic organisers on chemistry students’ academic achievement in writing and balancing of chemical equations. Two research questions and two hypothesis guided the study The study adopted quasi-experimental research design. The population of this study consists of all the 5,328 SS1 students (1922 males and 3,406 females) in all the 32 public secondary schools in Enugu Education Zone, A sample size of 180 SS1 students was used for the study gotten using multistage sampling procedure. The instrument used for data collection was:Writing and Balancing of Chemical Equations Achievement Test (WBCEAT) and the lesson plans. The instrument was developed by the researcher. The instrument and the lesson plans were given to three experts for face validation. The reliability of the instrument was determined using Kudder-Richardson Formula 20 (K-20) and the reliability index of WBCEAT is 0.73. The high coefficient estimate value revealed that the instrument is reliable. The data collected were analysed using mean and standard deviation to answer the research questions, while the hypotheses were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the findings revealed that there is a significant difference in the mean achievement scores of Chemistry students taught writing and balancing of chemical equations using procedural knowledge instructional technique and those taught using graphic organisers in favour of the Chemistry students taught using graphic organisers. Also, there is no significant difference in the mean achievement scores of male and female Chemistry students in writing and balancing of chemical equations.
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