GASPRO International Journal of Eminent Scholars

ABSTRACT

This research is bent to investigate the effect of Round-Robin Instructional Strategy on Senior Secondary Schools Students Achievement and Retention in Chemical Bonding and Molecular Structure. The research engages a quasi-experimental design. Six research questions, six purpose of study, six hypotheses were used for the study. The area of the study was Uyo Local Government Area, Akwa Ibom State. The hypotheses were tested at 0.05 level of significance. The population for the study was twelve thousand seven hundred and sixty (12760) SSII secondary school students in all public secondary schools in Uyo, Akwa Ibom State. Multistage sample technique was used to select two hundred students (200). SSII Chemistry student were used for the study. Chemistry achievement test and chemistry retention test (CRT) (CAT) were used for the study respectively and the data collected were analyzed using mean standard deviation and analysis of covariance (ANCOVA). The overall findings reveals that there was a significant difference between the mean achievement scores of chemistry student taught chemical bonding and molecular structure using Round-Robin and those taught using lecture method in favour of student in the experimental group, Round-Robin at 0.05 level significance and the main implication of the research was that Round-Robin instructional strategy influences student academic achievement to a very great extent than lecture method enhances as such, this instructional strategy was recommended for the teaching and learning of chemical bonding and molecular structure.