Effect of Contextual Teaching – Learning Approach on Students’ Achievement in Chemistry in Secondary Schools in Anambra State, Nigeria

Abstract

The study examined the influence of contextual teaching-learning approach (CTLA) on chemistry students’ academic attainment in secondary schools in Anambra State, Nigeria using a quasi-experimental design with a sample of 129 students drawn from six education zones in the state. The instrument known as CLCAT validated by two experts with a reliability coefficient of 0.84. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions. The result revealed that CTLA had significant effect on students’ academic achievement in chemistry. Finding implies there is need for chemistry teachers to use CTLA in teaching chemistry. Recommendations were made on how chemistry teachers should adopt the use of contextual teaching-learning approach to improve the performance of students in chemistry.