PICTORIAL AND WRITTEN ORGANIZERS AND STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY

The research examined the effects of pictorial and written organizers on students’ academic performance in Chemistry in Mkpat Enin Local Government Area, Akwa Ibom State. Three research questions and corresponding hypotheses were formulated to guide the study. Pre-test, post-test and quasi experimental research design was adopted for the study. The population of the study was 2,283 chemistry students from sixteen (16) secondary schools in Mkpat Enin Local Government Area, Akwa Ibom State. A sample size of 100 students in all SS1 Chemistry students was drawn from two intact classes in two public schools used for the study using a simple random sampling technique. 20 multiple choice objective of Chemistry Performance Test (CPT) was used as instrument for data collection and was subjected to experts’ review to ensure its content and face validity. Analysis was done using Kuder-Richardson Formular KR-20 and a reliability coefficient of 0.78 was realized. The data collected for the study were analysed using mean, standard deviation and independent t-test statistic to test the null hypotheses. The findings revealed that there was statistically significant difference between the academic performance of student taught the concept of separation of mixtures using pictorial and written organizers. However, significant difference was not established on gender on pictorial and written organizers. Based on the findings, it was recommended among others that teachers should use pictorial and written organizers in teaching to enhance students’ performance and also improve both teaching and learning effectiveness