Vol. 5, Issue 1 (2020)
The study investigated the effect of 5Es constructivist instructional approach on senior secondary students’ achievement and retention in chemistry in Benue State, Nigeria. Two research questions and two hypotheses guided the study. The quasi experimental design was used for the study. A sample of 259 senior secondary two students from six secondary schools was selected using purposive and random sampling techniques. Two instruments, Chemistry Achievement Test (CAT) and Chemistry Retention Test (CRT) were developed by the researcher. The instruments were validated by five experts. Upon successful validation, the instruments were trial-tested in a pilot study. Kuder-Richardson (K-R21) formula was used to find the reliability coefficient of the CAT which was found to be 0.71. Data were collected at various intervals using the CAT and CRT. The data collected were analyzed using mean and standard deviations to answer the research questions while analysis of covariance (ANCOVA) was used in testing the hypotheses at 0.05 level of significance. The analysis of the data revealed that there is a significant difference between the mean achievement test scores of students taught Chemistry using 5Es constructivist instructional strategy and those taught using the lecture method in favour of those taught using 5Es constructivist instructional strategy. There is also a significant difference in the mean retention score of the of students taught Chemistry using 5Es constructivist instructional strategy and those taught using lecture method with those taught using 5Es constructivist instructional strategy having higher retention mean. It is concluded in this study that the use of constructivist instructional strategy enhance students’ achievement and retention in Chemistry. It was recommended that Chemistry teachers should use constructivist instructional strategy which provides students opportunity to interact with materials, teachers and peers.
Please use another browser.