IMPACT OF GENERATIVE LEARNING MODEL ON ACADEMIC SELF CONCEPT AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN ONITSHA EDUCATION ZONE, ANAMBRA STATE, NIGERIA

Abstract

The study investigated the impact of generative learning model (GLM) on academic self-concept and achievement of secondary school students in Chemistry in Onitsha Education Zone, Nigeria. A quasi-experimental design was used involving a sample of 98 students, 67 males and 31 females from Onitsha education zone. The instruments known as chemistry self concept scale (CSCS) and chemistry achievement test (CAT) were used for data collection. The instruments were validated by three experts one from educational psychology and two from science education department all from Nnamdi Azikiwe University Awka-with reliability coefficient of 0.87 and 0.81 respectively were used for data collection. Four research questions and four hypotheses guided the study. Mean and standard deviation were used to answer research questions while analysis of Covalence (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that academic self concept of experimental group (GLM) improved more than control group, also GLM enhance achievement more than conventional method in teaching chemistry. Finding implies there is need for chemistry teachers to use GLM in teaching chemistry. Recommendations were made on how chemistry teachers, educational and institutional bodies should adopt the use of GLM to improve teaching and performance of students in chemistry.