EFFECTS OF TEACHER YEAR OF EXPERIENCE ON THE USE OF INNOVATIVE INSTRUCTIONAL APPROACH IN CHEMISTRY INSTRUCTION: A CASE STUDY OF SCIENCE- TECHNOLOGY-SOCIETY INSTRUCTIONAL APPROACH

Benson Ikechukwu Igboanugo (PhD)

Abstract


This study investigated the effects of different levels of teacher year of experience on the use of innovative instructional approach in Chemistry instruction. The study was conducted using SS2 Chemistry students in Ogidi Education zone of Anambra state, Nigeria. The study adopted a quasi experimental design of the pretest posttest non equivalent control group design. Two research questions and two hypotheses guided the study. Three hundred and ten Chemistry students from randomly sampled twelve public secondary schools and their twelve teachers were used for the study. Six schools were randomly assigned to the treatment group while the remaining six were assigned to the control group. The treatment group was taught organic Chemistry using Science-technology-society instructional approach while the control group was taught the same topic using the conventional instructional approach. Validated Chemistry Achievement Test (CAT) was used to collect data for the study. The CAT had reliability index of 0.97. The mean score and standard deviation were used to answer the research questions while analysis of variance (ANCOVA) was used to test the hypotheses at 0.05 level of confidence. The study reveals that there is significant difference in the use of innovative instructional approach in Chemistry instruction among teachers with different levels of year of experience as shown by the students’ achievement. Again, there is significant interaction effect between teacher year of experience and the use of innovative instructional approach in Chemistry instruction.  From the findings of the study, it was among other things recommended that School owners and professional bodies such as Science Teachers Association of Nigeria and Ministry of Education should organize conferences, seminars and workshops for cross fertilization of experiences and ideas among Chemistry teachers with different levels of year of experience.


Keywords


Teacher year of experience, innovative instructional approach, Science- Technology-Society instructional approach.

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