Effect of Laboratory-based practical Activity Method on Senior Secondary School Students' Academic Achievement in Chemistry in Abia State

Study investigated the effects of laboratory–based practical activity method on senior secondary school students’ academic achievement in Chemistry in Abia State. Two research questions and two hypotheses guided the study. The study adopted quasi-experimental design, using pretest, post-test, non-equivalent control group design. The population comprised 14,599 senior secondary two Chemistry students from all the 302 secondary schools in Abia State. A sample of 90 senior secondary school two (SSS II) Chemistry students was used for the study. The instrument for data collection was Chemistry Achievement Test (CAT). The instrument was validated by three experts and the reliability index was established as 0.94 using Pearson Product Moment Correlation Coefficient. Mean and Standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that differences exist between the mean achievement score of Chemistry students taught using laboratory-based practical activity method and those taught using lecture method. The study further revealed that gender is not a significant factor on students’ achievement when taught using laboratory–based practical activity method. The study recommended among others that Chemistry teachers should endeavor to integrate well planned laboratory–based practical activities into regular Chemistry lesson rather than using them only during examination preparation.