PERCEIVED TEACHERS’ USE OF TEACHING STRATEGIES AND ACHIEVEMENT OF CHEMISTRY STUDENTS IN ONDO STATE, NIGERIA

Abstract

^{This present study explores perceived use of student-centered teaching strategies and achievement of chemistry students in Ondo state, Nigeria. The population study is all the SSS III chemistry post basic students and chemistry teachers teaching the students in the public post basic schools in Ondo state, Nigeria. Using simple random sampling, two local government areas were selected in each of the available three senatorial districts. The sample is made up of 1,307 chemistry students and 43 chemistry teachers. Two Instruments and a Chemistry Achievement Test were used. Teacher Teaching Strategies Awareness Inventory (TTSAI) was used to collect data about the extent of awareness of six teaching strategies among the sampled chemistry teachers, while the Teachers’ Use of Teaching Strategies Questionnaire (TUTSQ) was used to get data from the students perspective regarding their perceived teachers’ use of teaching strategies in chemistry.
The demonstration teaching has the highest awareness level among chemistry teachers. Only the discussion teaching has significant influence on the student chemistry achievement while the metacognitive teaching has the most prevalent use among the studied six teaching strategies. Recommendation is that while teachers should create more awareness for concept mapping in chemistry, the use of cooperative and concept mapping teaching strategies should be sincerely encouraged among the chemistry teachers by concern authorities.}