PROBLEM _DRIVEN AND ACTION BASED INSTRUCTIONAL TEACHING STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

This study was conducted to examine the Effects of Problem Driven and Action-Based strategies on Students’ Academic Achievement on the Concept of Acid-base titration in Senior Secondary School in Ukanafun Local Government Area. The population of this study comprises of all senior secondary two (SS2) students studying chemistry in the 11 public secondary schools in Ukanafun Local Government Area. The experimental design adopted for the study was the quasi-experimental post-test only controls group design. The sample of the study comprised of 92 students from two (2) public secondary schools in Ukanafun Local Government Area of Akwa Ibom State. Chemistry Achievement Test on Acid-base Titration (CATABT) made up of twenty (20) multiple choice questions with options(A-D)was used as instrument in data collection, the instrument was pretested and reliability coefficient of 0.93 was obtained using Pearson-product moment correlation (PPMC). The students were divided into two groups. Experimental group one and Experimental group two which were subjected to Problem Driven strategy and Action-Based strategy respectively. Data collected were subjected to mean, standard deviation and independent t-test analysis which was used to answer the three (3) null hypotheses formulated for the study. Results obtained revealed that chemistry students taught acid-based titration using Action Based strategy differ significantly in academic achievement from those taught using Problem-Driven Strategy. The results also revealed that gender has no significant effect on the academic achievement of chemistry students when taught using the two strategies. Based on the findings from this study, it was concluded that action-based strategy is an effective teaching strategy that can yield high academic achievement among students. The study therefore recommended and encourages the use of this strategies in all secondary schools that offer chemistry in Akwa Ibom State and other states in Nigeria and that school laboratories should be well equipped with apparatuses/equipments for effective learning outcome since chemistry is more of practicals rather than thoeretical.