Comparative Effect of Three Instructional Strategies on Pre-Service Teachers' Learning Outcomes in Chemistry Practical in Niger State, Nigeria

Abstract

Chemistry is an activity-oriented subject; however, students’ achievement over the years has remained unsatisfactory. Among the factors responsible for poor performance is the use of ineffective instructional strategies. This study examined the effects of guided inquiry (GI), guided inquiry with demonstration (GID), and lecture-demonstration (LD) on pre-service teachers’ cognitive attainment and practical skills acquisition in stoichiometry and chemical reactions. A quasi-experimental design was adopted. A total of 300 pre-service teachers were purposively selected from chemistry and integrated science departments and assigned to two experimental and control groups. Data were collected using the Test of Cognitive Attainment (TCA) and Test of Practical Skills (TPS). Reliability coefficients of 0.73 and 0.69 were obtained, respectively. Data were analysed using means, standard deviations, t-tests, and one-way ANOVA. Findings revealed that both GI and GID significantly improved students’ cognitive attainment and practical skills compared to LD. GID produced the highest gains in practical skills acquisition. The study recommends the adoption of inquiry-based instructional strategies in chemistry teaching