Plan and Implementation of Collaborative Vee Heuristic (CVH) Instructional Approach and Students’ Academic Performance in Chemistry

Abstract

The study was on how to plan a Collaborative Vee Heuristic (CVH) instructional package and investigate if the implementation of CVH instructional package in Chemistry classroom could enhance students’ academic performance. The study adopted a pre-test, post-test, control group, quasi-experimental research design. The instruments used for data collection was Chemistry Academic Performance Test (CAPT). Kuder-Richardson (KR-21) formula was used to test internal consistency of CAPT which yielded a reliability value of 0.87. The population of the study was made up of 8637 Senior Secondary 2 students offering Chemistry in the 47-government approved secondary schools in the study area. A sample of 152 students was purposively sampled from four schools out of 47 schools in the study area. Two research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there is a significant difference between CVH and discussion method of teaching in favor of CVH approach [F (1,151) = 143.005, p < 0.05]. It was found that no significant difference between the mean academic performance of male and female students taught Chemistry using CVH approach [F1, 100 = .420, P > 0.05]. It is also found that there is no significant difference between the mean academic performance of male and female students taught Chemistry using CVH approach [F1, 100 = .420, P > 0.05]. It was revealed that there is no significant interaction effect of treatments and gender on the mean academic performance scores of students in Chemistry [F1, 151 = .019, P > 0.050]. It was recommended among others that since CVH approach was found to be effective approach for improving students’ academic performance regardless of gender.