Comparative Study of Adaptive Teaching and Lecture Methods on Secondary School Students’ Achievement in Chemistry in Delta State

Abstract

The objective of this study was to compare the efficacy of adaptive teaching and lecture methods in enhancing the achievement of secondary school students in Chemistry in Delta State. The study was directed by two hypotheses. The study employed a 2x2 pretest, posttest, planned variation quasi-experimental factorial design. The study sample comprised 39,904 students Public Senior schools in Delta State. The study utilised the simple random sampling technique to choose a sample of 311 Chemistry students from six schools. The researcher developed Chemistry Achievement Test (CAT) for data collection, which was then validated by three experts. The CAT's validity was also evaluated based on its content and construct. The reliability coefficient of CAT was calculated to be 0.78, using the Kuder-Richardson 21 method. The CAT was conducted as a pretest prior to the treatment and as a posttest afterwards. The acquired scores were examined via Analysis of Covariance (ANCOVA). The findings indicated a notable disparity in the average

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