Effect of Inclusive Teaching Strategy on Senior Secondary School Chemistry Students’ Achievement in Edo Central Senatorial District

Abstract

The main purpose of this study was to examine the effect of Inclusive Teaching Strategy (ITS) on senior secondary school chemistry students’ academic achievement in Edo Central Senatorial District of Edo State. The design adopted for this study was the 2×2 factorial pretest–posttest non-equivalent group planned variation quasi-experimental design.  The sample comprised 366 SSII chemistry students drawn from six public secondary schools using simple random sampling technique. Students were taught selected chemistry concepts using Inclusive Teaching Strategy and the Lecture Method. The Chemistry Achievement Test (CAT) was used for data collection and it yielded a reliability coefficient of 0.72 using Kuder-Richardson Formula 21 statistics (KR-21). Data were analyzed using mean, standard deviation, paired sample t-test, independent sample t-test, and Analysis of Covariance (ANCOVA). Findings showed that (i) students taught with Inclusive Teaching Strategy achieved significantly higher mean scores than those taught with the lecture method;(ii) no significant difference was found between male and female students taught with Inclusive Teaching Strategy, and (iii) no significant interaction effect was observed between teaching method and sex on achievement. The study concludes that Inclusive Teaching Strategy is an effective and sex-neutral approach for improving achievement in chemistry and recommends that chemistry teachers at the senior secondary school level should adopt Inclusive Teaching Strategy in classroom instruction to enhance students’ academic performance.