Comparative Effect of React and 7e Instructional Approaches on Chemistry Students’ Academic Performance in Nomenclature of Organic Compounds.

Abstract

This study sought to explore the effectiveness of the REACT instructional strategy, 7E Instructional model, and conventional teaching method on students’ achievement in nomenclature of organic compounds in three public S.H.S in sekyere, Kumawu District. By adopting quasi-experimental pretest/posttest non-equivalent two experimental control groups design, three intact classes comprising of 147 SHS Chemistry students were sampled for the study. The instrument used to collect data in this study was Organic Chemistry Nomenclature Concept Test (OCNCT). Using independent sample t-test to answer the research questions, results showed that students taught using REACT teaching strategy (M = 24.43, SD = 2.335) performed better than those taught using the conventional teaching method (M = 18.15, SD = 2.093; t(96) = 14.000, p .000), and those taught using 7E Instructional model (M = 23.93, SD = 2.296) also performed better than those taught using the conventional teaching method (M =18.15, SD=2.093; t(95) = 12.949, p =.000). Also, there was a significant difference (F (2,144) = 69.011, p=0.000<0.05) between students when all three teaching methods were compared. It was therefore concluded that the use of 7E and REACT teaching strategies equally enhance SHS Chemistry students’ academic performance in the teaching and learning of nomenclature of organic compounds. It was recommended that SHS chemistry teachers should teach nomenclature of organic compounds using 7E Instructional model and REACT teaching strategy.