Laboratory-Based Instruction and Academic Performance of Chemistry Education Students in Universities in Rivers State

Abstract

This study investigated the effect laboratory-based instruction on Chemistry education students’ academic performance in universities in Rivers State. Two research questions and two corresponding hypotheses guided the study. The study adopted the pre-test, post-test control group quasi-experimental design. The population of the study comprised sixty five (65) first year (100 level) Chemistry students in two public universities in Rivers State. Purposive sampling technique was used to select two public universities, which were randomly assigned into the experimental group and control group with their intact classes used. Chemistry Performance Test (CPT) was used for data collection. A reliability index of 0.77 was obtained using Kuder Richardson formula 21. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test at 0.05 level of significance. The findings of this study revealed that those taught with laboratory-based instruction performed better than those taught with lecture teaching method; No difference was found between the male and female students taught with laboratory-based and their counterparts in lecture method; gender is not a determinant factor for students retention when taught using laboratory-based instruction. Based on these findings, it was recommended among others that educational institutions should integrate regular laboratory sessions within the
Chemistry curriculum to enhance understanding and retention of materials. Government should regularly organize teachers’ professional development and learning in laboratory-based instructional methods. Since familiarity and experience in conducting laboratory activities are crucial for maximizing the benefits of this approach; and that schools and universities should invest in equipping the Chemistry laboratories, since adequate resources and modern equipment are essential for effective laboratory-based learning.