Effects of Reformulation of Knowledge and Expository Teaching Strategies on Students’ Performance in Chemistry

Abstract

This quasi-experimental study conducted in 2 co-educational secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria investigated the effectiveness of reformulation of knowledge teaching approach in facilitating students’ achievement in chemistry compared with the traditional expository method considering their gender differences. Two research questions and two hypotheses guided the study. The sample consisted of 96 students (51males and 45 females). The instrument for data collection was a 25-item multiple choice questions – Chemistry Achievement Test (CAT) – with a reliability index of 0.72. Validated researcher-made instructional packages on reformulation and expository methods were used in teaching the concept of properties and reactions of water to the subjects in their intact class setting. The results of analyses of data using Analysis of Covariance (ANCOVA) showed that those taught using reformulation of knowledge approach performed significantly better than those taught using the expository method; and that gender is not a significant determinant of students’ performance in chemistry. Consequently, it was recommended that chemistry teachers should make effective use of this approach in teaching chemistry concepts in view of its high facilitative effect.