Chemistry teachers’ utilization of three different constructivist-based teaching strategies in senior secondary schools in Dekina local government area of Kogi state
Abstract
The study investigated chemistry teachers’ utilization of three different constructivist-based teaching strategies in senior secondary schools in the Dekina local government area of Kogi state. The study adopted a descriptive survey research design. Three research questions and two hypotheses guided the study. The population of the study comprised 33 chemistry teachers in all the public secondary schools in the Dekina local government area. Purposive sampling was used for the study. The instrument for data collection was an observational rating scale on chemistry teachers’ utilization of constructivist-based teaching strategies developed by the researcher. The reliability of the instrument was obtained. Cronbach alpha reliability estimate was used to determine the internal consistency of the instrument which gave a reliability index of 0.71. Kendell’s coefficient of concordance was used to determine the inter-raters’ reliability, which was obtained as 0.75. Data collected were analyzed using mean and standard deviation to answer the research questions, while the z-test was used in testing the hypothesis formulated at 0.05 level of significance. The findings of the study revealed the following: it was revealed that chemistry teachers’ qualifications and experience influence the utilization of constructivist-based teaching strategies. Based on the findings and conclusions, it was recommended among others that the government and Ministry of Education should employ qualified and experienced teachers to handle chemistry courses in senior secondary schools.
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