Public Secondary School Students Research Articles

Parenting behaviour and student discipline in public boarding secondary schools in Western region of Kenya

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to investigate the influence of parenting behaviour on student discipline in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism theories served as guiding principles for the research. The investigation was conducted using an ex post facto design. The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted averages, correlations and multi-regression analysis. The study concluded that parenting behavior influence the discipline of students in public secondary schools. Therefore, it was recommended that school management boards should organize for the sensitization meetings on effective parenting behaviour, this will enable curb indiscipline among students.

ESPRIT study, analysis of the results of the pre-intervention survey in upper secondary schools

Abstract Background Sexually transmitted infections are a major public health problem, and their number is increasing in Italy. However, affective sexuality education is not yet part of the curricula. Therefore, a project entitled ESPRIT was launched, involving 3 regions (Friuli-Venezia Giulia, Lazio and Sicily), the IRCSS ‘Burlo Garofolo’ and the Istituto Superiore di Sanità, and implemented with the technical and financial support of the Ministry of Health - CCM. Methods A multicenter prospective intervention study was designed involving public upper secondary school students (grade 10-11). All target groups completed a KAP (knowledge, attitude, practice) questionnaire before and after participation in the educational intervention to measure its effectiveness. The questionnaires from the first phase were collected between January and April 2024, and the results were analyzed using R statistical software. Results The analysis of the overall results (463 students in total; female 58%, male 39%, other 2%; FVG 49%, Lazio 25%, Sicily 26%) showed that the group of upper secondary school students, targeted by peer education answered the knowledge part correctly by 56.6±13.8% on average. Applying the Kruskal-Wallis test showed that the percentage was significantly higher for females than males (p-value=0.005) and for licei students compared to technical and vocational schools (p-value=0.000). In terms of to attitudes, only 17% of students talked at length about sexually transmitted infections, and in 86.6% of cases, the interlocutors were friends or peers. Conclusions The results of the first phase show differences between the sexes and between the different types of educational institutions. The current level of knowledge still leaves much room for intervention and improvement. Analyzing the results of the follow-up phase will allow us to understand the effectiveness of the peer education intervention. Key messages • Adolescents’ knowledge of sexually transmitted infections needs to be improved. • Gender and the type of school attended affect the level of knowledge.

Examining the Nexus between School Infrastructure and Instructional Materials on Academic Performance of Secondary School Students in Gombe State

The main purpose of the study was to examine the nexus between school infrastructure and instructional materials on the academic performance of secondary schools in Gombe State. The study was guided by two specific objectives, two research questions, as well as two null hypotheses. The research which was conducted in the Gombe State adopted a correlation research design. The population of the study was 24,216 subjects comprising 3,178 teachers and 21,038 Senior Secondary (SS II) students in public Secondary Schools in Gombe State. A multi-stage sampling procedure was adopted for the study in which simple random and purposive sampling were used. To determine the sample size, the Taro Yamane formula was used and a sample size of 348 was determined. Impact of School Facilities on Academic Performance Questionnaire” (ISFAPQ) was used as the instrument for data collection. The ISFAPQ was subjected to face validation by three experts and a trial test was conducted in Bauchi State which a reliability index of 0.89 was obtained using Cronbach Alpha. Data were collected through a questionnaire, and End of third-term results form. The data collected was analyzed using mean and standard deviation as well as linear regression analysis. The findings of the study revealed that school buildings and instructional materials had a significant impact on the academic performance of secondary school students in Gombe State. Based on the findings of the study, the following recommendations were made; The Government should ensure that school buildings are well-built and painted to facilitate teaching and learning. Instructional materials should be made available by the government and management of secondary schools to enable effective teaching and learning.

Involving Hispanic Parents at School: A Mixed-Methods Evaluation of the Parents + Schools = Successful Children Program

ABSTRACT Parent’s involvement in their children’s education has been shown to have a positive impact on student outcomes, including academic achievement, attitude toward school, and skill development. However, there is limited research exploring how to help Hispanic parents become more involved in their children’s schooling. There are more than 13.8 million Hispanic students in public elementary and secondary schools. Due to the increase in Hispanic students within the U.S. there is a need to better understand and support their parents’ involvement in schools. This study evaluated the effectiveness of the Parents + Schools = Successful Children (PSSC) program on the involvement of 19 hispanic parents at an urban elementary school. This study used a mixed-methods design with concurrent triangulation to evaluate the effectiveness and social validity of the program. Results indicated that PSSC improved the overall level of involvement by helping parents improve reading in the home, increase their understanding of the school system, and be more involved in their child’s school. Additionally, the program was viewed as socially valid and helpful according to parents and program teachers. The significance of these results is discussed, as well as study limitations and suggestions for school practices that may encourage Hispanic parent involvement.

Psycho-Social Predictors of Parental Involvement in Academic Activities of Junior Secondary School Students in Port Harcourt Metropolis

This study investigated psycho-social predictors of parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis. The study was guided by four research questions and their corresponding null hypotheses. The design for the study was correlational research design. The population of the study consisted of 16,835 parents of 24,343 JSS3 students (Source: School Board, 2024) from 278 public secondary school students in Port Harcourt Metropolis (Post Primary Education Board, 2024). A sample of 689 parents who are alive and can read and write, as reported by their children (The JSS3 students) was used for the study. Multi-stage sampling procedure was used in drawing the sample. Four instruments were used for the study. They are, Self-efficacy Scale (SES), Locus of Control Scale (LCS) Family Conflict Scale (FCS) and Parental Involvement Scale (PIS). The validity of the instruments were done by two experts in Educational Psychology. To ensure the reliability of the instruments Cronbach alpha () technique was used. The alpha coefficients of 0.75, 0.82, 0.67 and 0.76 were obtained for family conflict, self-efficacy, locus of control and parental involvement scale respectively. Multiple regression, simple regression and ANOVA were used for data analysis. Research questions 1 and 3 were answered using simple regression, research question 2 and 4 were answered using multiple regression. Hypotheses I and 3 were tested using ANOVA associated with simple regression while hypotheses 2 and 4 were tested using ANOVA associated with multiple regression. All analyses were done at 0.05 alpha level. Results revealed among others that self-efficacy did not significantly predict parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis while locus of control and family conflict significantly predicted parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis. It was recommended amongst others that parents should always make effort to exhibit internal locus of control as this will help them get better involved in the academic activities of their children.

The Contribution of Collaboration among the Parents, Teachers and Community on Public Secondary Schools Students’Academic Performance in Kibaha District

The study investigated the contribution of collaboration among parents, teachers and community towards improving academic performance of students in public secondary schools in Kibaha District. The study employed qualitative approach by using case study design with 61 respondents. The instruments used to collect information were interview, focus group discussion, and document review. The collected data were analyzed through content analysis for collected qualitative data. The study highlights the significant impact of collaboration among parents, teachers, and the community on enhancing students’ academic performance in public secondary schools. Effective collaboration facilitates resource mobilization, supports discipline control, and ensures the successful implementation of educational plans. To build on these benefits, schools should reinforce communication channels, actively involve stakeholders in resource and planning efforts, and promote shared responsibility for discipline, while supporting educators with professional development to improve overall educational outcomes.

Influence of Parenting Styles on Public Secondary School Students’ Academic Performance in Iringa, Tanzania

The purpose of this study was to examine the influence of parenting styles on students’ academic performance in public secondary schools in Iringa, Tanzania. The study employed the survey research design with a sample of 100 respondents out the population of 600 students from selected schools. This study used a questionnaire method of data collection. The analysis of data involved the regression analysis. The study established that authoritarian, authoritative as well as permissive parenting styles influenced students’ academic performance. However, each parenting style influenced the academic performance at different rates, the authoritarian parenting being the most effective parenting style, followed by permissive and authoritative styles. Therefore, parents need to be aware of the parenting style they use and opt for the best parenting style, which may improve their children’s academic performance.

Sexual Information Sources And Risky Sexual Behaviour Among Female Secondary School Adolescents In Calabar Municipality, Cross River State, Nigeria

This study adopted correlational survey design to establish the relationship between sexual information sources and risky sexual behaviour among female secondary school adolescents in Calabar Municipality, Cross River State, Nigeria. It was guided by two research questions and two null hypotheses. A sample of 395 female students in public secondary schools in the study area were selected using purposive and simple random sampling techniques. One instrument titled “sexual information sources and risky sexual behaviour (SISRSBQ) was developed by the researcher with the help of research experts and used for data collection. The reliability of the questionnaire, established using Cronbach Alpha which ranges from 80 to .87. The hypotheses were tested using Pearson Product Moment Correlation Coefficient at .05 level of significance. The findings of the study revealed that formal education, social media sources of information significantly relate to risky sexual behaviour among female secondary school adolescents. it was concluded that the risky sexual behaviours of female students depend their formal education, social media sources of information. Based on the findings and conclusion of this study, it was recommended amongst others that schools should develop curricula that not only provide accurate sexual health information but also teach critical media literacy skills. This would help students discern credible sources from unreliable ones on social media platforms.

Exploring Reasons For Self-Harm Among Teenagers: A Phenomenological Study Of Selected Public Secondary School Students In Nairobi County, Kenya

Self-harm involves a person injuring themselves deliberately. This may take any form. This study aimed at deepening understanding of the phenomenon of self-harm through a qualitative research approach based on phenomenological research design. The research was conducted in Embakasi Girls High School and Our Lady of Mercy Girls High School in Nairobi County, Kenya. The objectives of the research were to know the reasons for self-harm, and the possible mitigation measures. A population of seven respondents were interviewed. The theories of dual harm model and Cognitive Behavioral Theory were used. Data was collected through semistructured interview questions developed by the researcher. This allowed for transparency and enabled extraction of subjective details on the topic. The study employed purposive; typical case and convenient sampling approaches. Descriptive data was then analyzed through thematic content analysis where the researcher identified repeated patterns guided by the research objectives. The results identified cutting, burning, scratching, and medication overdose as the types of prevalent self-harm. Loss and grief, bullying, relationship strains, distressing emotions, and academic pressures were some of the reported reasons for self-harm. Results suggested counseling and being listened to as mitigation measures. Some did not know the kind of help they needed while others stated that they did not need help. The findings are likely to help psychologists, parents, learning institutions, and society; to understand some basic psychological needs of adolescents who engage in self-harm and devise ways of helping them

Individual Career Guidance Approach for Science Subject Selection among Public Secondary School Students of Karagwe District, Tanzania

The study investigated how individual career guidance enhances the selection of science subjects among public secondary school students of Karagwe District. Anchored in Expectancy-Value Theory (EVT), the study employed a convergent design within the mixed methods approach. The study targeted 31 heads schools (HSs), 1225 students, and 31 teacher counselors (TCs) in 31 public secondary schools, and one District Education Officer (DSEO). The sample included 120 students, 10 TCs, 10 HSs, and 1 DSEO obtained through simple random, total population, and stratified random sampling techniques. Quantitative data were collected through questionnaires, while qualitative data were collected through interview guides and focus group discussion guides whose validity were made certain by research experts in the field of education. The reliability of .894 was established for students questionnaires based on the Likert-type items using Cronbach's Alpha technique while peer debriefing and triangulation methods were used for qualitative data. The quantitative data were descriptively analyzed with the aid of SPSS version 22 while qualitative data were subjected to a thematic analysis that involved familiarization, coding, topic generation, theme review, theme definition and name, and writing up. Ethical guidelines for research were conformed, which included obtaining approval for the study, seeking informed consent, maintaining confidentiality and anonymity, properly attributing sources, and acknowledging papers According to the study, students in Karagwe District have chosen science subjects differently as a result of receiving individualized career counseling. Students appreciate the significance of one-on-one career counseling sessions in helping them define their interests and aspirations in science subjects. The study revealed further that students can better align their goals and receive tailored support by receiving personalized advice and guidance on science subjects. The study came to the conclusion that individual career counseling is a useful tool since teacher counselors are crucial in helping students receive guidance that could boost their interest in and aspirations for science courses. According to the report, teacher counselors should receive more training so they may proactively identify students who are struggling or unsure about their future career prospects and offer them specialized counseling and support.

Influence of Students’ Participation in Young Farmers’ Club on Performance in Agriculture in Secondary Schools in Suba Sub-County, Kenya

Agriculture is one of the most important sectors for economic growth in Kenya. Setting up of young farmers’ club (YFC) in secondary schools is one way of attracting young people in agriculture as well as developing their production skills. Inadequate participation in young farmers’ club may lead to poor performance in agriculture and negative attitude towards the subject by secondary school students.The aim of this study was to determine the influence of students’ participation in young farmers’ club on performance in agriculture subject in secondary schools in Suba Sub-County. A cross-sectional survey research design was employed in the study which targeted 628 Form Three agriculture students in public secondary schools in Suba Sub-County. Data was collected from an accessible population of 286 Form Three Young Farmers’ Club members in 37 public secondary schools in Suba Sub-County. Stratified random sampling was used to get the study sample of 126 respondents. Data was collected using semi-structured questionnaires. Experts from the field of Agricultural Education and Extension of Egerton University assessed the instrument to ensure validity. Reliability was estimated through a pilot testing of 30 agriculture students in five secondary schools in neighbouring Nyatike Sub-County. The reliability was estimated using Cronbach alpha co-efficient where a co-efficient of 0.817 was computed and taken as satisfactory. Data was arranged,coded and analyzed using SPSS version 25. The study findings revealed that students’ performance in agriculture subject is significantly enhanced by participation in Young Farmers’ Club. This study recommends that students’ participation in Young Farmers’ Club activities should be encouraged in all secondary schools as a way of augmenting the students’ performance in agriculture subject. This can be done by availing adequate time for YFC’s activities. In addition, students in YFCs should be accorded with the required facilities in order to make their participation worthwhile.

Impact of AI-Powered Personalized Learning Platforms on the Academic Achievement and Motivation of Computer Science Senior Secondary School Students in Abuja Municipal Area Council (AMAC) FCT-Abuja, Nigeria

This study investigated the impact of AI-Powered Personalized Learning Platforms on the Academic Achievement and Motivation of Computer Science senior secondary school students in Abuja Municipal Area Council (AMAC) FCT-Abuja, Nigeria. The study raised two research questions and two corresponding hypotheses which were tested at 0.05 level of significance. The study adopted a mixed research method; of both the quasi-experimental design and descriptive survey research design. The population of the study comprised all the public senior secondary school students in Abuja Municipal Area Council (AMAC), Federal Capital Territory (FCT). A sample of 100 students was selected through a combination of purposive and simple random sampling techniques for the study. The researchers adopted Code.org as a treatment instrument while the instrument for data collection was a researchers’ designed Computer Achievement Test (CAT) and Motivation Based Questionnaire (MBQ). A draft of the questionnaire was validated through expert judgment involving three lecturers. This was done to establish the face and construct validity. The reliability of the instrument was established through a test-re-test method. A reliability co-efficient of 0.85 and 0.80 was established for both instruments (CAT & MBQ). The data collected were analysed by using independent t-test statistics to test the two formulated hypotheses. The results indicated that Code.org significantly improved the academic achievement of secondary school students compared to traditional learning methods. Furthermore, Code.org positively impacted the motivation of secondary school students. The study recommended amongst others that schools should adopt AI-powered personalized learning platforms such as Code.org for teaching and learning.

Diagnosis of Students’ Difficulties in Balancing Chemical Equations in Some Selected Senior Secondary Schools in Ibadan, Nigeria

Researchers are concerned about students' difficulties in balancing chemical equations and are working to correct these inaccuracies. The survey identified difficulties among science students in public senior secondary schools in Ibadan, Nigeria. A descriptive research design was used; 188 respondents from six public senior secondary schools in Ibadan provided data for the study. The Chemical Equation Diagnostic Test was developed and validated utilizing test-retest methodology (r=0.86). The data demonstrates the incapacity of students to identify limiting reagents (96.56%), reactants in a reaction (48.4%), understand moles (76.1%), understand atomicity (79.3%), determine the number of elements present in a compound (22.9%); identify the physical states of elements (54.3%); and calculate the valency of elements (79.3%). According to the outcome, students have several difficulties balancing chemical equations. It is advised that teachers diagnose such difficulties by recognizing the numerous ways students struggle to balance chemical equations. Addressing such difficulties will reduce students’ misconceptions about chemistry, improve their conceptual knowledge of chemistry, and increase the number of students who may wish to pursue advanced courses in chemistry and science-related fields.

Family Structure and Student Discipline in Public Boarding Secondary Schools in Western Region of Kenya

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to examine the influence of family structure on student discipline in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism theories served as guiding principles for the research. The investigation was conducted using an ex post facto design. The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted averages, correlations and multi-regression analysis. The study concluded that family structure influence the discipline of students in public secondary schools.

Extent of Parents Involvement in Enhancing Public Secondary School Students' Discipline in Siha District, Tanzania

Abstract: This study investigated the extent to which parent involvement can enhance the discipline of public secondary school students in Siha District. The study employed a convergent design under a mixed-method approach. The targeted population of 17 public secondary schools contains 17 heads of schools, 17 discipline teachers, and 7553 students from public secondary schools in Siha District. A stratified random sampling technique was used to sample 380 students from 15 schools, and a total population purposive sampling technique was used for 15 heads of schools and 15 discipline teachers to form a sample of 410 respondents. The study utilised questionnaires and interview guides for data collection, with instrument validation done by experts in educational planning and admiration at Mwenge Catholic University. The established reliability coefficients for students Likert items found in questionnaires were 0.842. The reliability of qualitative research tools was established through triangulation. The qualitative data were presented in narrative form and direct quotations and analysed thematically. The quantitative data were presented in a table and summarised in frequencies, percentages, and mean scores. Rigorous adherence to ethical concerns all over the study. The study found that, to a large extent, parent involvement enhances discipline among public secondary school students. The study concluded that parental involvement is crucial in improving student discipline in public secondary schools. The study recommends prioritising parental involvement in addressing student discipline issues rather than resorting to other strategies.

APPLICATION OF EMOTIONAL REGULATION AND ACCEPTANCE-COMMITMENT THERAPIES IN ENHANCING ACADEMIC SURVIVAL OF PUBLIC SECONDARY SCHOOL STUDENTS IN IBADAN METROPOLIS, NIGERIA

The public secondary school students are exposed to challenges such as low parental support, poor parental background, lack of conducive school environment, teachers’ negative attitude; poor finance to meet up basic needs at school and these resulted in inability to successfully complete their studies. The simple random sampling technique was used to select three local governments in the Ibadan Metropolis. Analysis of covariance (ANCOVA) was used to test the hypotheses that were stated in this study. There was a significant main effect of treatments on academic survival (F2, 30 = 5.725, p < 0.05, η2 = 0.436), there was no significant main effect of academic self-efficacy in improving academic survival among participants (F2, 30 = 0.075, p > 0.05, partial η2 = .001). ACT and ERT were efficacious in improving academic survival among participants.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0851/a.php" alt="Hit counter" /></p>

Parent-adolescent communication on sexual and reproductive health issues and associated factors among secondary public-school students in Gondar town, northwest Ethiopia: an institution based cross-sectional study.

Effective communication between adolescents and their parents is crucial for reducing sexual health problems. This open dialogue can help address misconceptions, provide accurate information, and foster a supportive environment where adolescents feel comfortable seeking guidance and discussing sensitive issues related to their sexual health. In Ethiopia, with its diverse ethnic and cultural background, effective communication between parents and adolescents about sexual and reproductive health (SRH) is crucial in reducing the likelihood of adolescents engaging in risky sexual behaviors. Despite the importance of such communications, there were no data showing the level of parent-adolescent communication (PAC) in secondary public schools in Gondar town. Therefore, this study aimed to determine the level of parent-adolescent communication on sexual and reproductive health issues along with its influencing factors, among secondary students in Gondar town, northwest Ethiopia. We employed an institution-based cross-sectional study design. A total of 424 students were recruited using a systematic random sampling technique, with a 100% response rate. We developed a structured questionnaire from the related literature to collect data from the participants of the study. The data were entered using EpiData version 4.6, and analyzed using SPSS version 25. A binary logistic regression model was fitted to identify associated factors. The proportion of adolescents who had communicated with their parents was 37.7% (95% CI: 34.65-44.76). In a multivariable analysis at a 95% confidence interval (CI), variables such as being female (adjusted odds ratio (AOR) = 2.23; 95% CI: 1.09-7.45), belonging to grades 11-12 (AOR = 1.25; 95% CI: 1.19-6.98), living with parents/caregivers (AOR = 1.26; 95% CI: 1.07-5.66), having a positive attitude toward sexual health (AOR = 2.4; 95% CI: 1.34-7.82), having poor knowledge about SRH issues (AOR = 1.23; 95% CI: 1.04-7.81), and having good knowledge about the puberty period (AOR=1.23; 95% CI:1.04-7.89) were statistically associated with parent-adolescent communication. This study found a low level of communication between parents and adolescents regarding sexual and reproductive health (SRH) issues. To address this challenge, it is crucial to implement evidence-based education on SRH topics, such as consent, healthy relationships, communication skills, STDs, contraception, and interpersonal dynamics. Enhancing parent-adolescent dialogue on SRH can be achieved by implementing peer education among senior students and training teachers in effective communication techniques. The study also recommended conducting qualitative research to explore the specific barriers affecting parent-adolescent communication.

Classroom Structure Schemes of Teachers and Language Communication Difficulties of Students in Public Secondary Schools

Classroom Structure Schemes of Teachers and Language Communication Difficulties of Students in Public Secondary Schools

Causes of School Dropout among Public Secondary School Students in Ifakara Town Council, Tanzania

This study aimed at exploring causes of students' dropout in public secondary schools in Ifakara Town Council, Morogoro. The study employed a mixed approach. The study involved 128 participants including 1 DEO, 7 heads of school, and 120 dropout students. Data was collected through questionnaires and interviews. Quantitative data were analysed using Statistical Packages for Social Sciences (SPSS) version 20 while qualitative data were analysed through content analysis. The findings of the study revealed that low economic status of the respondents’ family was the leading cause of school dropout in the study area; the parents failed to meet school expenses and support their children education. Also, students missed school to do home responsibilities like taking care of their young siblings while the parents were working. Parents’ low level of education made them to have low income and not to value the education of their children. Children from single parent families had challenges with their school requirements being met which led to some dropping out of school. Major recommendation was that, Tanzanian government, NGOs and other educational stakeholders should provide more assistance for poor students who cannot afford to pay for educational materials by creating special program from government in co-operation with the Ministry responsible for education.

Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy

This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.