Title: Comparative Achievement of Students in Integrated Chemical Quantitative and Representational Concepts through 10E-Learning and Flipped Classroom Strategies in Delta State, Nigeria
Authors: Dr. Francis EMERHIONA , OVIE Adarighofua Faith
Volume: 10
Issue: 9
Pages: 277-282
Publication Date: 2026/09/28
Abstract:
Chemistry instruction at the senior secondary level often requires students to connect quantitative relationships with chemical representations. This study compared the achievement of SS II Chemistry students who learned selected integrated quantitative and representational concepts through 10E-learning and flipped classroom strategies in Delta State, Nigeria. A planned variation quasi-experimental design with a pretest-posttest arrangement was employed. The population comprised 39,904 SS II Chemistry students in public secondary schools in the state, from which 258 students in six public secondary schools were selected. Data were collected with the Chemistry Achievement Test (CAT), while instructional lesson plans guided the two treatments. Mean and standard deviation were used to describe achievement, and analysis of covariance was applied to test the hypotheses. Students in the 10E-learning group recorded a posttest mean of 62.10, compared with 59.18 for students in the flipped classroom group. Although the difference of 2.92 points favoured the 10E-learning group descriptively, it was not statistically significant, F(1, 255) = 3.204, p = .075. The interaction between instructional strategy and sex was also not significant, F(1, 253) = 0.309, p = .579. The findings indicate that the two strategies produced comparable achievement outcomes under the conditions of the study. The findings provide evidence for Chemistry teachers and education stakeholders considering structured learner-centred strategies in Delta State.