Effect of Discussion and Invention Teaching Strategies on Senior Secondary School Students Achievement in Chemistry in Delta State, Nigeria

This study investigated the effect of Discussion and Invention Strategies onachievement in chemistry. The moderating effects of academic ability andgender were also investigated. The study adopted a pretest, posttest, followup test, and control group quasi-experimental design with a 3x2x2 factorialmatrix. The participants consisted of 224 senior secondary II chemistrystudents from intact classes in nine selected secondary schools in deltacentral senatorial district. The instrument for data collection include“Chemistry achievement test”, (r = 0.84), “Ability test in Chemistry”, (r =0.85) and teachers instructional package. Six research questions were askedand answered, while three hypotheses were formulated and tested at 0.05alpha levels. Data were analysed using analysis of variance and covariance,while Sheffe Post-hoc analysis was used to explain the significant difference.There were significant effects of treatment on students achievement inchemistry (F (2.820) = 73.77) and students of varying abilities (F(11.242) =2.03). But, there were no significant effect of treatment on Gender onachievement (F (1.000) = 0.93) in Chemistry. The two instructional strategiesimproved students’ achievement in chemistry concepts more than thetraditional lecture method. It was recommended that teachers shouldtherefore adopt these two instructional strategies in the teaching of chemistryat the senior secondary school level.