Comparative effect of react teaching strategies and conventional teaching approach on senior high school chemistry students’ academic performance in alkenes.

Abstract

The study examined the comparative effect of REACT teaching strategies and conventional teaching approach on Senior High School (SHS) students’ performance in the concepts Alkenes in Chemistry in Lambussie District, Upper West Region, Ghana. By adopting the embedded mixed method approach, the research design employed in this study was the quasi-experimental using pretest and posttest non-equivalent control group design. Sample population of eighty-seven (87) SHS 3 students drawn from two intact classes (all the students in the class) were used for the study. Instruments known as Alkenes Concepts Test (ACT), as well as an interview guide were used to gather data for the study. Mean, standard deviation, frequencies, percentages, mean differences, independent sample t-test, and thematic analyses were used to answer the research questions, while independent sample t-test was used to test the hypotheses. The results showed that students taught using REACT teaching strategies obtained higher marks in the Alkenes Concepts Test (ACT) than those taught using conventional teaching method. Also, there was no gender distinction in overall performance on the use of REACT teaching strategies, but gender differences existed in performance by using the conventional teaching method. Students taught using REACT teaching strategies, therefore perceived that REACT teaching strategies helped them to understand alkenes concepts better by relating concepts to previous knowledge, participate fully during lessons, and retain concepts well. Based on the results obtained, it was therefore recommended amongst others that SHS teachers in Lambussie, are encouraged to use REACT teaching strategies when teaching Alkenes.