EFFECT OF LABORATORY STRATEGY ON ACADEMIC SELF-EFFICACY OF CHEMISTRY STUDENTS IN SECONDARY SCHOOLS IN KATSINA STATE, NIGERIA
Keywords:
Laboratory Strategy, Conventional Strategy, Academic Self-efficacy, ChemistryAbstract
This study investigated the Effect of Laboratory Strategy on Academic Self-efficacy of Senior Secondary Chemistry Students in Katsina Zonal Education Quality Assurance. Two Research objectives and corresponding hypotheses were developed to guide the study. The Objectives are: To find out the effect of laboratory strategy on Academic self-efficacy among senior secondary school chemistry students in Katsina zonal education quality assurance. And to find out the gender based differences in the effect of laboratory strategy in academic self-efficacy among senior secondary school chemistry students in Katsina zonal education quality assurance. The theories used were Constructivism learning theory by Jerome Brunner and Social cognitive theory by Albert Bandura. The study adopted Quasi-experimental research design, involving pre-test and post-test experimental and control groups. The population of the study was 19,613 SSI Chemistry students. The sample was 147 students from two intact classes. The selection was based on purposive sampling technique. One validated instrument namely; Academic self-efficacy scale (ASES) was used to collect data. The reliability coefficient of the instrument was 0.911. Independent sample t-test was used in testing the hypotheses. Findings of the study showed that students in laboratory teaching group obtained higher academic self-efficacy compared to their control group counterpart. There was no significant gender based difference in the mean academic self-efficacy of chemistry students taught separation techniques using laboratory strategy. It was concluded that laboratory teaching strategy is more effective in facilitating academic self-efficacy of chemistry students. It was recommended among others that there is need for the government to retrain chemistry teachers on effective use of laboratory strategy in teaching and learning.
Downloads
References
Aamna, S. K., Irshad, U. & Shah, K. (2020). Practicability in Students’ Scholastic Performance. Ilkogretim Online - Elementary Education Online, 19 (4), 4588-4599.
Afriani, Z. L. (2020). The effect of Question Answer Relationship (QAR) Strategy in enhancing students‟ reading comprehension. Journal of English Education and Teaching, 4(4), 548- 558.
Adie, E. B., Obi, J. J, Okri J. A. & Ogbe, A. O (2020) Effect of constructivist method of teaching basic science and mathematics on the academic performance of junior secondary student‟ in Calabar Municipality, Cross River State. Inter-disciplinary Journal of Education (IJ-SED), 2(1). 1-9, e-ISSN: 2695-2054
Adie, E. B., Inah L. I, Ibu P. N, Anditung P. A, & Igyo C. O. (2022). Effect of Concept Mapping strategy on the academic achievement of post basic students in mathematics in Obudu Education Area of Cross River State, Nigeria. Inter-disciplinary Journal of Education (IJSED), 4(1). ISSN: 2695-2054.
Baji, M. I, (2020). Analysis of gender difference in academic self-efficacy and achievements among senior secondary school students in Niger State, Nigeria. PEOPLE: International Journal of Social Sciences, 5(3), 659-675.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Eden, M. I., Akpan, M. U. & Noah, E. I. (2024). Practical Approaches and Students’ Scientific Attitude in Chemistry in Uyo Local Government Area of Akwa Ibom State, Nigeria. Ilorin Journal of Education (IJE). Vol. 44 No.2. March 2024.
Fakolade, O. A., & Bamidele, O. (2017). Self-esteem and peer influence as predictors of learning outcomes in mathematics among high ability students in ibadan, Oyo State, Nigeria. Sokoto Educational Review, 17(2), 13-13.
Foulstone, A. R., & Kelly A. (2018). Enhancing academic self-efficacy and performance among fourth-year psychology students: Findings from a Short Educational Intervention. IJ-SoTL, Vol. 13 [2019], No. 2, Art. 9.
Garba, A. (2021). Effect of laboratory approach on Students academic performance in physics in Katsina zonal education quality assurance, katsina state, Nigeria. Unpublished Master Dissertation. Submitted to Faculty of Education.UMYUK.
Gafai, A. M. (2016). Teachers’ quality and laboratory equipment. Unpublished research project. Submitted to faculty of education.Umaru musayaradua University Katsina.
Okokon, E., Ojar J. U, Ayuba, J. B., Eyeneka, F. D., Mark Ohiero Okoli, M. O. and Eyo B. B. (2023). Influence of self-efficacy on secondary school students’ interest and academic achievement in physics in calabar education zone, Nigeria. Inter-Disciplinary Journal of Science Education (IJ-SED) Vol. 5(1) December, 2023. Page 153-165.
Okweye, P. O & Onoyase, A (2024) Academic Self-Efficacy and Academic Performance of Secondary School Students in Delta North Senatorial District, European Journal of Educational and Development Psychology, Vol.12 No.2, pp.24-38
Olufunke, A. O. (2020). Effects of Practical Instructional Approach on Students’ Performance in Physics in Nigerian Secondary Schools. International journal of science and research methodology. Research Article February 2020 Vol.:14, Issue:4.
Olayinka F. O., Awelewa M. T. & Musa P. E. (2024). Effect of practical activities on academic achievement of senior secondary school students in biology in Oye local government area, Ekiti State. UNIZIK Journal of STM Education Vol 7 (1), 2024.
Ramnarain, U., & Ramaila, S. (2017). The Relationship between Chemistry Self-Efficacy of South African First Year University Students and Their Academic Performance. ChemistryEducation Research and Practice, 19, 60-67.
Shana, Z.J., & Abulibdeh, E.S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199-215.
Zudonu, O. C., & Njoku, Z. C. (2018). Effect of laboratory instructional methods on students’ attitudes in some chemistry concepts at senior secondary school level. Global scientific journal. GSJ: Volume 6, Issue 7, July 2018, Online: ISSN 2320-9186.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
