Effects of Case-Based Learning Instructional Strategy on Achievement and Attitude of Senior Secondary School Students toward Chemistry in Niger State, Nigeria

Abstract

This study determined the Effect of Case-Based Learning Instructional Strategy on Achievement and Attitude toward Chemistry among Senior Secondary School Students in Niger State, Nigeria. The study adopted a pre- test post-test non-randomized and non-equivalent control group quasi-experimental design. Four (4) research questions were raised and four (4) null hypotheses were tested at 0.05 level of significance. The population of the study comprises all Senior Secondary School Two (SS2) Chemistry students in Minna Metropolis of Niger state. Simple random sampling technique was use to select six schools from Minna Metropolis. A total of (82) students participated in the study using intact classes. Two research instruments were used for data collection: Chemistry Achievement Test (CAT) and Attitude to Chemistry Questionnaire (ACQ). The face and content validity of the two instrument CAT and ACQ were determined by two experts in the Department of Science Education Federal University of Technology Minna, Niger State Nigeria. A reliability coefficient of 0,83 was obtained using Kuder-Richardson (KR-20) method and 0.71 using Cronbach alpha respectively. The data collected were analyzed using mean, standard deviation and t- test. Findings from the study showed that there was significant difference in achievement scores of students taught Chemistry using CBL instructional strategy and those taught using conventional lecture method. There was also significant difference in the achievement of male and female students taught Chemistry using CBL instructional strategy in favour of the males. There was significant difference in the attitude of students exposed to CBL towards Chemistry and those in the control group. Based on these findings it was recommended that CBL instructional strategy should be employ by all the secondary school Chemistry teachers