EFFECT OF INTERACTIVE-ENGAGEMENT, ANALOGY-ENHANCED STRATEGIES AND LOCATION ON STUDENTS’ ACADEMIC PERFORMANCE AND SELF-EFFICACY IN CHEMISTRY
Abstract
The focus of this study is to investigate the location effect of interactive-engagement and analogy-enhanced learning strategies on the academic performance and self-efficacy of students in chemistry. The population of the study consisted of all the Senior Secondary School Two (SSS II) students offering Chemistry in all the 187 public senior secondary schools in Ekiti State, Nigeria. 198 SSS II students offering chemistry from the intact classes of six selected secondary schools were the sample used for the study. The selection of the sample for the study was done through multistage sampling procedure. Quasi experimental design of the pretest, posttest control group design was adopted for the study. The students were divided into three groups (two experimental and one control); one of the experimental groups was exposed to interactive-engagement strategy and the second group was exposed to analogy-enhanced strategy while the control group was taught with conventional learning strategy. Two research instruments; Chemistry Students’ Performance Test (CSPT) and Students’ Self-Efficacy Rating Scale (SSERS) were used for collection of data. Analysis of Covariance (ANCOVA) was the inferential statistics used to analyse the data gathered. Findings of the study showed no significant location effect of interactive-engagement and analogy-enhanced strategies on the students’ performance and self-efficacy in Chemistry ((F2,191= 0.207; p>0.05 and F2,191= 312.238; p<0.05). Students’ school location and treatment had no significant interaction effect on their performance and self-efficacy in Chemistry. It was recommended that Chemistry teachers should adopt interactive-engagement and analogy-enhanced learning strategies to improve students’ performance and self-efficacy.
