This study investigated the effect of laboratory teaching method on the academic achievement in inorganic chemistry (acid-base titration) of senior secondary school studentsin Enugu Education Zone of Enugu State, Nigeria. The design for the study was a pre-test post-test non control group quasi-experimental design.The population for the study consists of 1,407 Senior Secondary School Two (SS2) chemistry students from twenty (20) public co-educational schools in the education zone. The instrument used for data collection was Inorganic Chemistry Achievement Test (ICAT). The statistical tools used for data analysis in the study were mean and standard deviation for research questions and Analysis of Covariance (ANCOVA) for testing the null hypotheses at 0.05 significant level. The findings of this study showed that laboratory teaching method had much more effect on Chemistry students’ achievement. The study showed that males and females benefited significantly from the teaching method since it is activity oriented which made them engage in in-depth critical thinking and process skills. Chemistry teachers should therefore incorporate it into the teaching-learning process since it developed students’ scientific and practical skills motivated the students and fostered the spirit of competitiveness among them. Its effectiveness is also not limited by gender.
Science is an area of learning in the world today through which the development and progress of any nation are based. It is viewed generally as a systematic study of nature. Bradford (2015) defined science as a systematic and logical approach to discovering how things in the universe work. The knowledge of science has a link with that of technology. Acquisition of scientific and technological knowledge can enhance the development of any nation.
The degree of scientific and technological advancement of a nation is a function of its strength, politically, economically, socially, among others. In view of this, Aniodoh (2008) noted that science and technology have become dominant cultural factors and any nation that is not alive to this fact is either dead or dying. The truth is that any nation that is not deeply involved in the knowledge of science and technology is retrogressing. In realization of the critical role of science, many developing countries like Nigeria are making frantic efforts to improve on the study of science and science-related subjects in their various schools. For instance, the adoption and effective implementation of 6-3-3-4 system of education which focuses on acquisition of entrepreneurship and technological development is built around science and technology (Uwaifo, 2009). For this reason, the major aim of science education is viewed as a means of producing scientists needed for national development as contained in the National Policy on Education (Federal Republic of Nigeria (FRN), 2013). One of these science subjects is chemistry which can be defined as the study of the composition, properties and uses of all forms of matter (Ababio, 2013).
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