Effect of Organic Chemistry Pedagogies with PEOE, VH, and Discussion Strategies on Students’ Achievement in Ekiti State, Nigeria

Abstract

The study investigated the effect of organic chemistry pedagogies with Predict-Explain-Observe-Explain (PEOE), Vee Heuristic (VH) and discussion strategies on students’ achievement. The study also investigated the interaction effect of treatments and gender on students’ achievement in Organic Chemistry in Ekiti State, Nigeria. The instrument used for data collection was Organic Chemistry Achievement Test (OCAT). Kuder-Richardson (KR-21) formula was used to test internal consistency of OCAT which yielded a reliability value of 0.94. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students’ achievement [F2, 307=255.284, P<0.05] than discussion strategy. It was also found that there was no significant interaction effect of treatments and gender on the mean achievement [F2, 307 =.085, P>0.050] of students in Organic Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for improving students’ achievement in Organic Chemistry; Chemistry teacher’s trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it. The curriculum developers should use PEOE and VH strategies to develop and refine the Chemistry curriculum in general and Organic Chemistry in particular.

Keywords: Predict-Explain-Observe-Explain, Vee Heuristic Strategy, Discussion Strategy, Students’ Achievement, Organic Chemistry