Teaching Variables and Students Performance on the Concept of Saponification (Published)
The study investigated the project method and the effective teaching of saponification (Soap Making) using local materials. Out of 1,902 population, 65 sample in their intact class was used for the quasi-experimental study. The instrument for data collection was Chemistry Achievement Test (CAT) based on the senior secondary (III) curriculum. Three research questions and two hypotheses were formulated at 0.05 level of significance. The instrument Chemistry Achievement Test (CAT) which contained 25 items was validated and found reliable at coefficient of 0.89 using Kuder Richardson 21 (KR21) method. The validated instrument was used to collect data after teaching using the lesson package. The data collected were analyzed using ANCOVA. Findings of the study revealed a mean difference in students’ performance using project method; which when compared was not statistically significant. Also, both the treatment and the controlled variables have no influence on gender performance. The study recommends that Chemistry should be taught using available local resource materials and student-centered teaching methods.
Keywords: Project Method and Teacher Variables, Saponification