TEACHERS' TEACHING METHOD PREFERENCES AND RESOURCES UTILISATION AS PREDICTOR OF SENIOR SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMISTRY IN OSUN STATE, NIGERIA

Abstract

The study examined the various teaching method preferences used
by Chemistry teachers in senior secondary schools in Osun State.
It also determined the level of resources utilization by Chemistry
teachers in the study area. Lastly, it determined the relationship
among teachers' teaching method preference and resources
utilization and senior secondary school students' academic
achievement in Chemistry in the study area. These were with a
view to deciding if Teachers' Teaching Method Preferences and
Resources Utilization significantly predict the Academic
Achievement of students in Chemistry in Osun State, Nigeria. The
study adopted a descriptive survey research design. The
population of the study comprised all Chemistry teachers and
students in senior secondary schools in Osun State. The sample for
the study consisted of thirty Chemistry teachers and three hundred
senior secondary school two (SSS II) students in Osun State.
Multi-stage sampling procedure was used to select the sample for
the study. In each of the three senatorial districts in Osun State, one Local Government Area (LGA) was selected using simple
random sampling technique making a total number of three LGAs.
In each LGA, five senior secondary schools were selected using
simple random sampling technique totaling fifteen schools. In
each school, two Chemistry teachers and twenty students were
selected using simple random sampling technique totaling thirty
teachers and three hundred students that constitute the sample for
the study. Two research instruments tagged, Teachers' teaching
Method Preference and Resources Utilization Observation
checklist" (TTMRUOC) and "Chemistry Achievement Test (CAT)
were used to collect data for the study. TTMPRUOC was used to
observe the teachers' teaching preference method and resource
utilization in class while the CAT was used to assess students'
academic achievement in Chemistry. Data collected were
analyzed using frequency count, percentage, mean, RSI, ranking
and regression analysis were used to analyze the data collected.
The finding of the study showed that lecture method was the most
referred teaching method adopted by the teachers in teaching
Chemistry in the study area. This is followed by demonstration
method, laboratory work method, discussion method, flipped
classroom, simulation, peer-teaching method, multimedia
method, debate method, cooperative method and video assisted
teaching method respectively. Furthermore, the study showed that
the level of utilisation of instructional resources by Chemistry
teachers in teaching the subject in the study area was low (50%).
Finally, there is a significant combine influence of teachers'
teaching method preferences and resources utilization on senior
secondary school students' academic achievement in Chemistry in
Osun State (F
"
(2,298)
= 93.681, p<0.05). The study concluded that
both Teachers' Teaching Method Preferences and Resources
Utilization significantly predict the Academic Achievement of
students in Chemistry in the study area.