EFFECT OF SPACED LEARNING STRATEGY ON STUDENTS’ ACHIEVEMENT IN CHEMISTRY IN GBOKO METROPOLIS, BENUE STATE

Michael T. Tile, Adejoh M. J., Ochu A. N. O.

Abstract


The study investigated effect of spaced learning strategy (SLS) on students’ achievement in chemistry in Gboko metropolis. The design of the study was quasi-experimental of non-randomized pre-test post-test control type. The population of the study was 650 SS2 students out of which a sample of 130 male and female students was used. Two research questions were asked to guide the study while two hypotheses were formulated and tested at 0.05 level of significance. Data was collected using Chemistry Achievement Test, (CAT). The instrument yielded a reliability coefficient of 0.83 using Kuder-Richardson formula 21. The research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was used to test the two null hypotheses formulated. Findings from the study revealed that there is a significant difference in the mean achievement scores of students taught using SLS than those taught with the lecture method. There was no significant difference in the mean achievement scores of male and female students taught using spaced learning strategy. Based on the findings, it was recommended that curriculum planners should incorporate SLS into Chemistry curriculum for enhanced teaching and learning of chemistry and Chemistry teachers should always employ spaced learning strategy in their lessons in order to improve students’ achievement.


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References


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