Motivating Students’ Academic Performance and Retention in Chemistry through Asynchronous Learning in Senior Schools.

Abstract

This study looked at how an asynchronous learning approach impact chemistry students' academic performance and retention in senior secondary schools. All government own co-educational senior secondary schools in three local government areas constituted the population. 180 senior school class 2 chemistry students made up the sample. A quasi-experimental design of pretest, post-test was employed in the investigation. Three null hypotheses were generated for the investigation at 0.05 level of significance. A self-constructed questionnaire consisting of 40 multiple-choice questions called Chemistry Students Performance Test (CSPT) was the instrument utilized for the study. Data collected were analyzed using t-test. Results of the study revealed that students exposed to asynchronous learning approach had better academic performance and retention in chemistry than their counterparts taught using conventional method. The researcher recommended that Government should provide fund and organize seminars and workshops for teachers on the use of asynchronous learning approach. Curriculum planners should incorporate the use of asynchronous tools in chemistry curriculum. Keywords- Asynchronous, Academic Performance, Retention, Learning, Chemistry, Students. Aims Research Journal Reference Format: Alake, E.M. (2023): Motivating Students’ Academic Performance and Retention in Chemistry through Asynchronous Learning in Senior Schools. . Advances in Multidisciplinary and Scientific Research Journal Vol. 9. No. 4. Pp 59-68. www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V9N4P6