EFFECTIVENESS OF PROCESS-ORIENTED INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY TWO CHEMISTRY STUDENTS' ACHIEVEMENT IN WASE LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

This study investigated the effectiveness of process-oriented teaching strategy on senior
secondary two students' achievement in Chemistry in Wase Local Government Area, Plateau
State, Nigeria. A sample of 120 senior secondary two students was drawn from a population
of 3206chemistry students. Quasi-experimental research design was employed, particularly the
non-equivalent control group pre-testpost-test. The instrument for data collection was the
Chemistry Achievement Test (CAT), which had a reliability coefficient of 0.73. The study aimed
to answer two research questions and test two hypotheses at a significance level of 0.05. The
findings of the study indicated that the process-oriented teaching strategy had a positive impact on
students' achievement in Chemistry in secondary schools. There was a significant difference in
the post- test scores between the control group and the treatment group after the treatment group
was exposed to process-oriented teaching strategy. The treatment group had higher scores.
Furthermore, there was a significant difference in the pre-test and post-test scores of the
experimental group after being exposed to a process-oriented strategy, with the post-test scores
being higher. Additionally, there was no statistically significant difference in the post-test scores
between male and female students in the treatment group, approximately equal. Based on these
findings, the study recommended that process-oriented teaching strategy should be employed for
effective teaching and learning of chemistry and other science subjects, as it was empirically
shown to enhance students' achievement.