Enhancing Students’ Academic Achievement and Bridging Ability and Gender Groupings in Quantitative Analysis Through Laboratory Method in Secondary School Chemistry

The study was marked at examining and comparing the effect of laboratory method with lecture methods in teaching quantitative analysis on students’ achievements, ability and gender in Secondary School Chemistry Practical. The design of the study was a non-randomised pre-test, post-test control group quasi-experimental design. One hundred and ninety-eight (198) students in six (6) intact classes from different local Government Areas in Delta Central Senatorial District made up the sample for the study. The instruments for the study consisted of Chemistry Practical Ability Test (CPAT). The instrument was validated and its reliability determined using Pearson Product Moment Correlation Coefficient. The reliability coefficient was r = 0.707. The instrument was administered to sampled students before and after the treatment to establish cause and effect on the methods. Data were collected and analysed. The findings of the study were: Laboratory method enhanced students’ achievement in quantitative analysis significantly [F (2, 172) = 1.637; P (0.000) < 0.05] than the conventional method of teaching using lecture method. In terms of sex, the laboratory method enhanced the female learners significantly [F (2, 172) = 0.23; P (0.000) < 0.05] in achievement than the male learners. However, the mean scores difference between pretest and post-test in achievement bared that the gap between gender grouping is better bridged with the male. For the ability learners, there is significant difference in the mean achievement scores [F (2, 172) = 0.117; P (0.000) < 0.05] in favour of the high ability leaners but the existing gap between the high and low ability learners were highly reduced. The interaction effect of methods on ability and gender was not significant [F (2, 172) = 3.365; P (0.0680) > 0.05]. Based on the findings, a recommendation was made that laboratory method should be engaged frequently in teaching quantitative analysis as practical aspects of Chemistry beginning from Senior Secondary School I; The conclusion of the study was that laboratory method enhanced students’ achievements in quantitative analysis and thus improved the female and high ability level students but more gaps were bridged in the male and low ability level students than female and high ability level students.

Quantitative Analysis, Achievement, Lecture Method, Laboratory Method, Ability, Gender

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