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| Effect of Hands-on Activity Learning Strategy (HALS) on Students' Achievement and Interest in Chemistry in Delta State
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NWEKE, Hope Chinagolum, Dr. S. B. Ijeh, Prof. O. P. Ajaja, Associate Prof. T. E. Agboghoroma
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Abstract:
The study assessed HALS's effect on chemistry achievement and interest in Delta State. Pretest, posttest, control group design was employed. The population comprised 18,879 SSII chemistry students from Delta State's public secondary schools. The study's sample consisted of two hundred twenty-three (223) SSII chemistry students. Chemistry Achievement Test (CAT) and the Chemistry Interest Scale (CIS) were utilized to collect data. CAT and CIS have a reliability of 0.77 and 0.81, respectively. Means, standard deviations and t-test were used to analyze the gathered data. Results demonstrated a substantial difference between students taught with HALS and lecture method (LM) in terms of mean accomplishment and interest scores, favouring HALS; and the chemistry mean achievement and interest scores of males and females taught with HALS did not significantly differ. It concludes that HLS is a superior strategy compared to LM, for increasing students' chemistry achievement and enthusiasm. It was suggested that chemistry teachers at the senior secondary level employ HALS to teach chemical principles.
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