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Effect of Conceptual Change Instructional Strategy on Chemistry Students' Performance in Acids and Bases Concepts

Bawa Swafiyah(1), Binta Asabe Muhammad(2), Abdullahi Zaharaddeen Yamusa(3),


(1) Federal College of Education Zaria
(2) Federal College of Education Zaria
(3) Federal College of Education Zaria
Corresponding Author

Abstract


This study investigated the effect of conceptual change instructional strategy on Acid-Base concepts in the Zaria education zone in Kaduna, Nigeria. A quasi-experimental design was used for the study. The population of the study comprises 1434 chemistry students from 14 co-educational schools, a sample of 110 chemistry students was drawn from the population using a random sampling technique and was categorized into experimental and control groups. The findings of the study revealed that conceptual change instructional strategy effectively enhanced understanding of concepts and subsequently improved performance more than the lecture method. It was recommended that chemistry teachers in secondary schools should employ the use of conceptual change instructional strategy because of its impact on students' academic performance.

Keywords


Acids; Bases concepts; Conceptual; Performance; Students

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