Nkemjika Obioha

This study investigated the effect of experiential learning approach and Senior Secondary School one (SSS1) Chemistry students' performance in Gokana Local Government Area, Rivers State. This study was guided by two objectives, two research questions and two hypotheses. The research design for the study was quasi experimental design. The population was 2200 SSS1 Chemistry students and a sample size of 100 students was drawn from 2 secondary schools out of the 12 secondary schools in Gokana L.G.A, using simple random sampling technique. The instrument for the study was constructed by the researchers and named Chemistry Performance Test (CPT). The consistency of the research instrument was carried out using K-R21 and a reliability coefficient of 0.85 was obtained. Data was analyzed using mean, standard deviation and ANCOVA. The findings of this study showed that experiential learning approach increased the performance of Chemistry students more than the conventional approach; it also showed that male students performed better than their female counterparts when taught with experiential learning approach. Based on the findings of this study it was recommended among other things that experiential learning approach should be used in teaching and learning of Chemistry to improve performance.

This study investigated effect of Multimedia Instruction and Experiential Learning Strategies on Chemistry students' performance in Obio-Akpor Local Government Area, Rivers State. This study adopted a quasi-experimental pre-test, post-test, non-equivalent group design. Three objectives, three research questions and three null hypotheses guided this study. The population of the study comprised of five thousand, five hundred and eighty seven (5,587) SS2 students. A sample of three schools was selected using multistage sampling technique with a sample size of one hundred and fifty four students. In each school, an intact class was used. The instruments for data collection were the Chemistry Performance Test (CPT) and Chemistry Retention Test (CRT). The instruments were validated by the researchers' supervisors, one Chemistry teacher and two experts in Measurement and Evaluation, University of Port Harcourt to ascertain the face, content and construct validity of the instrument. The reliability of the instrument was done using Kuder-Richardson-21 (KR-21) and a reliability coefficient of 0.84 was gotten for CPT. Mean, standard deviation and percentage were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test and analyze the hypotheses at 0.05 level of significance. The result showed that there is a significant difference between students exposed to Multimedia Instruction, Experiential learning and Discussion method in their performance in Chemistry at comprehension level and application levels. The findings showed that students performed better with multimedia instruction at both comprehension and application levels. It also revealed that female students performed better than male students at comprehension level and male students performed better at application level.

This study was designed to investigate the effect of mastery learning approach and Biology students' retention in secondary schools in Gokana, L.G.A, Rivers State. This study was guided by two objectives, two research questions and two hypotheses. The research design for the study was the quasi experimental design, a population of 1556 SS1 Biology students was used and a sample size of 100 students was drawn from 2 secondary schools out of the 12 secondary schools in Gokana L.G.A, using simple random sampling technique. The instrument for the study was the Biology Retention Test (BRT). The consistency of the research instrument was carried out using K-R21 and a reliability coefficient of 0.85 was obtained. Data was analyzed using mean, standard deviation and ANCOVA. The findings of this study showed that mastery learning approach increased the retention ability of Biology students than active learning approach, it also showed that female students retained better than their male counterpart when taught with mastery learning approach. Based on the findings of this study it was recommended above other things that mastery learning approach should be used in teaching and learning of Biology to improve retention.

This study was designed to investigate the effect of mastery learning approach and Biology students' retention in secondary schools in Gokana, L.G.A, Rivers State. This study was guided by two objectives, two research questions and two hypotheses. The research design for the study was the quasi experimental design, a population of 1556 SS1 Biology students was used and a sample size of 100 students was drawn from 2 secondary schools out of the 12 secondary schools in Gokana L.G.A, using simple random sampling technique. The instrument for the study was the Biology Retention Test (BRT). The consistency of the research instrument was carried out using K-R21 and a reliability coefficient of 0.85 was obtained. Data was analyzed using mean, standard deviation and ANCOVA. The findings of this study showed that mastery learning approach increased the retention ability of Biology students than active learning approach, it also showed that female students retained better than their male counterpart when taught with mastery learning approach. Based on the findings of this study it was recommended above other things that mastery learning approach should be used in teaching and learning of Biology to improve retention.