Abstract
This research aimed to explore the impact of incorporating number line and tale assisted instruction on secondary school students in chemistry, specifically focusing on the topic of redox reactions. Additionally, the study investigated whether gender influenced student performance in learning environments utilizing these instructional methods. Employing a quasi-experimental design with a 3 x 2 factorial structure, the research involved 120 senior secondary school students (SSS II) drawn from three public secondary schools in Anambra State, Nigeria. Pre-test and post-test scores were analysed using Analysis of Covariance (ANCOVA). The results revealed that students exposed to either number line or combined number line and tale assisted instruction demonstrated significantly higher performance compared to those taught through conventional classroom instruction. Also, there was no notable disparity in performance between male and female students across the experimental groups. Drawing from these findings, recommendations were proposed to implement relevant tales assisted and number line methodologies into chemistry teaching practices within Nigerian secondary schools.
Published Version
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