Effects of Cyclic-Inquiry and Interactive Modeling Techniques on Students’ Academic Achievement in Chemical Equilibrium in Senior Secondary Schools in Uyo, Akwa Ibom State.

The study was carried out to examine the effect of modeling instructional techniques on students’ academic achievement in chemical equilibrium in senior secondary schools in Uyo, Akwa Ibom State. Three (3) research questions and three (3) hypotheses were raised for this study. This study made use of a quasi-experimental research design of a pretest-posttest control group. The population for this study consisted of 2,760 Senior Secondary Two (SS2) Chemistry students in all the co-educational public secondary schools in the study area during the 2024/2025 academic session. The sample for the study comprised 152 senior secondary two students and a simple random sampling technique was used for the selection. A researcher-made instruments, “Achievement Test on Chemical Equilibrium (ATCE)” was used for data collection. Face and content validations were used for validating the instruments. Reliability coefficients of 0.86 was obtained for the “Achievement Test on Chemical Equilibrium (ATCE)” using the Kuder Richardson 20 formula. Mean and standard deviation were used to answer the research questions raised while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated in the study at .05 level of significance. The major findings of the study showed that there is significant main effect of Interactive modelling, Cyclic-inquiry modelling and expository method on students’ academic achievement in chemistry when taught the concept of chemical equilibrium. It was concluded that Interactive modelling and Cyclic-inquiry modelling enhance students’ academic achievement in chemical equilibrium in senior secondary schools in Uyo, Akwa Ibom State. The modellings are friendly to both male and female students as gender had no effect on students’ academic achievement. It was recommended among others that teachers should adopt modeling techniques as a primary instructional approach when teaching concepts like chemical equilibrium, since this modeling technique actively engages and enhances students’ academic achievement.