Impacts of Six-Hats Critical Thinking Skills on the Achievement and Retention in Chemistry Among Secondary School Students in Niger State, Nigeria For Sustainable Development.

Abstract

This study investigated the Impact of Six-hats Critical Thinking Skills on Achievement and Retention in Chemistry. Among Secondary Schools Students of Niger State, Nigeria. A pre-test, post-test control group non-randomized non—equivalent control group quasi-experimental design was adopted. Four research questions were raised and four hypotheses were formulated and tested at 0.05 level of significance. Four schools were randomly selected using simple random sampling technique. The population of the study comprises all senior secondary school two (2) chemistry students in Chanchaga Local Government Area of Niger state. A total of (161) student participated in the study using intact classes. The instruments used for data collection was Chemistry Achievement Test (CAT). The face and content validity of CAT were determined by experts in department of science education coefficient of 0.81 was obtained using Kuder-Richardson (KR20) method. Data collected were analyzed using mean, standard deviation and t-test. The result shows that the group taught with SHTIP (experimental group) performed better than the one taught using conventional lecture method. Gender achievement of students did not differ significantly. It was recommended that activities that allow students to think multi-directionally should be supported to ensure better comprehension of abstract Chemistry topics.