Comparative analysis between Flipped-learning and Guided-Discovery Strategies on Achievement in Chemistry among Secondary School Students in Uyo, Akwa Ibom State, Nigeria
Year: 2025
Type: article
Abstract: The study investigated the comparative analysis of flipped-learning and guided-discovery learning strategies on achievement in chemistry among secondary school students in Uyo Local Government Area of Akwa Ibom State. The design was a quasi-experimental design of pre-test, posttest research. Population composed of all senior secondary two (SS2) Chemistry students in the 13 co-educational schools in Uyo Local Government Area of Akwa Ibom State. Simple random sampling technique was used to select 2 schools for the study. The sample size was 80 senior secondary two (SS2) Chemistry students in 2 intact classes. Researchers adopted instrument tagged Chemical Bonding Achievement Test (CBAT) was used to collect data. Reliability of the instrument was found to be 0.82 using Kuder Richardson formula-20. Descriptive statistics of mean and standard deviation was used to answer the research questions, while the hypotheses were tested using Analysis of Covariance (ANCOVA) at p ≤ 0.05 level of significance. Findings of the study showed that students taught the concept of chemical bonding using guided-discovery strategy performed better than those taught using flipped-learning strategy. There was a significant difference in the achievement mean scores of students taught using guided-discovery and flipped-learning strategies. But there was no significant difference and interaction effect between the mean achievements scores of male and female students. It was recommended among others that teachers of Chemistry should deploy guided discovery learning strategy in teaching chemical bonding in Chemistry to enhance students’ achievement.
Author: Mabel, I. E, Emmanuel, U. U & Williams, E. M.
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930836336
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