Volume : 8, Issue : 7, JUL 2022




The incidence of poor achievement in Chemistry is commonplace in secondary schools among students. This has been attributed to students’ low interest in the subject and the use of inappropriate teaching methods by Chemistry teachers. In order to empirically substantiate these assertions and to possibly proffer lasting solutions, this study set out to determine the effects of Programmed Instructional Package on Students’ Interest in Electrolysis. The study adopted a quasi experimental design based on the pre-test post-test, non-equivalent control group approach. A total of 1,750 Chemistry SS II students from Port Harcourt Education Zone constituted the population for the study. The sample consisted of 161 SS II Chemistry students. Four secondary schools were randomly selected out of twelve secondary schools. Two schools were assigned to the experimental group and the two to the control group. Intact classes were used in teaching. The experimental group students were taught Electrolysis using the Programmed Instructional Package (treatment) while the control group students were taught using the Chalk and Talk Teaching Method (control). The instrument for data collection was the Electrolysis Interest Inventory (EII) which was face validated by three experts; two in Chemistry and one in Measurement and Evaluation. After factor analysis, the reliability of Electrolysis Interest Inventory (EII) was determined using the Cronbach's Alpha Statistic and established as 0.93. Three research questions guided the study and three null hypotheses were tested for significant difference at 0.05 alpha level. Adjusted mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) at p > 0.05 level of significance. Results of the study showed that (i) mean interest score of students in the Programmed Instructional Package group (the experimental group or treatment group) was higher than that of the students in the Chalk and Talk Teaching Method group (control group). (ii) Female students had higher interest mean score than the males. (iii). There was no interaction effect of teaching methods and gender on students’ interest mean score. (iv) there was a significant difference in interest mean score of students taught Electrolysis using Programmed Instructional Package and those taught using Chalk and Talk Teaching Method at 0.05 alpha level. (v). interest mean scores for gender was not significant. (vi). There was no significant interaction effect of teaching methods and gender on students’ interest mean score. Based on the results of the study, it was recommended that Programmed Instructional Package should be adopted by Chemistry teachers in teaching Electrolysis to secondary school students. Secondly, the method should be applied to close the gap in interest differences between male and female students.



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