Investigating the Effectiveness of Merrill’s Principle of Instruction on Secondary School Chemistry Students Achievement in Delta State
Keywords:
Principle, Instruction, Chemistry, AchievementAbstract
The main purpose of the study was to determine the effectiveness of Merrill’s first principles of instruction on secondary school chemistry students’ achievement in Delta State. In order to achieve the purpose of the study, three research questions were raised and their corresponding hypotheses were formulated; they were tested at 0.05 alpha level of significance. The design adopted for the study was the non-randomized pre-test post-test control group quasi–experimental design. The instrument for data collection was the Chemistry Achievement Test. The instrument was properly validated and its reliability was determined before it was used. The instrument yields a reliability coefficient of 0.79 using Kuder-Richardson Formula 21 statistics after a pilot test. Data collected were analyzed using statistics of the mean, standard deviation, student's independent sample t-test, and Analysis of Covariance ANCOVA. The findings of the study included: (i) a significant difference in the achievement of students taught with Merrill’s first principles of instruction and those taught with lecture method in favour of those taught with Merrill’s first principles of instruction; (ii) no significant difference in the achievement of male and female students taught with Merrill’s first principles of instruction, and (iii) there was a significant effect of interaction of methods and sex on achievement. Based on the findings of the study, it was concluded that Merrill’s principle of instruction is more effective in the teaching of chemistry and recommended that teachers should be trained through workshop and seminar to acquire the skills needed for its usage.
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