Renewable Resources in Teaching Chemistry Practical and Students’ Learning Outcome in Secondary Schools

Abstract

The study investigated on renewable resources in teaching chemistry practical and students’ learning outcome in secondary schools in Mkpat Enin Local Government Area. A quasi-experimental research design was adopted for the study. The population of the study consisted of 1844 Senior Secondary Two (SS2) students in 16 public secondary schools in the study area. A sample size of 94 chemistry students selected from two secondary schools were used for the study. In each of the selected schools, one intact class of SS2 students was used for the study. The instrument for data collection was Chemistry Practical Test (CPT) with reliability coefficient of 0.86 obtained using Kuder-Richardson Formula-20. Data were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). Findings showed that there was a significant difference in students’ learning outcome when taught acids and bases titration using renewable resources and those without in favour of renewable resources. Gender was not a significant determinant of students’ practical learning outcome when exposed to renewable resources. Hence, the study concludes that the use of renewable resources as a replacement for toxic chemicals for teaching of practical Chemistry is more effective in facilitating and enhancing students learning outcome. The study recommends that Chemistry teachers use renewable resources in practical lessons, as they make learning more relatable, provide firsthand knowledge of local materials in the environment, replace toxic chemicals, and ultimately improve students' learning outcomes in Chemistry.