EFFECTS OF A-Z APPROACH TEACHING STRATEGY ON CHEMISTRY ACADEMIC ACHIEVEMENT OF STUDENTS IN SENIOR SECONDARY SCHOOLS IN NIGER STATE, NIGERIA

Abstract

The effectiveness of A-Z approach teaching strategies on academic achievement of students in chemistry was investigated in this study. The researcher adopted quasi-experimental research design. The sample for the study consisted of 126 senior secondary school II (SSII) students from two intact classes. The classes were randomly assigned to Experimental and control groups. The instrument used for the study was chemistry Achievement Test (CAT) designed by the researcher. Two research questions were raised and two hypotheses were formulated and tested at 0.05 alpha level of significance The data were analyzed using mean, standard deviation and t-test statistics. The results indicated that there was significance difference between the mean achievement scores of control and experimental groups t (123)=3.866, P<0.05 level of  significant, there was  no significance difference in the mean academic achievement scores of male and female students taught with A-Z approach teaching strategy t(54)=0.601, Pz 0.05 . It was therefore concluded that A-Z approach teaching strategy improves students’ academic achievement than the conventional lecture method that explain theories and concepts before application. It is therefore recommended among others that teachers should be encouraged to employ the use of Z-A approach teaching strategy and that government should provide and sustain opportunities for retraining, symposia, conference and seminars for the secondary school teachers on the appropriate selection and application of innovative teaching strategies (Z-A inclusive) in teaching science, chemistry in particular.