Impact of Hausa-Chemistry-Practical-Module on Achievement in Science- Process-Skills among Secondary School Chemistry Students in Minna, Niger State, Nigeria

Abstract

The study developed and validated a Hausa Chemistry practical module for integrating science process skills among secondary school students in Minna, Niger state. This study employed the design and development research approach to establish an empirical basis for creating the Hausa Practical Module, a self-instructional module. In particular, the researcher utilised the ADDIE (Analysis, Design, Development, Implementation, Evaluation) Model in developing the Hausa Practical Module in Volumetric Analysis. The total population was twelve thousand four hundred and thirty-three (12433). The students in each of the intact classes will constitute the sample size (414, as obtained from the Rao soft Sample Size Calculator) to be used for the study. Two research questions were raised. Six experts validated the research instrument used for the study. Three instruments were used for this study. A Test-Retest Method was used to administer the CPATEL and CPATHL, i.e. the students were given the CPATEL and CPATHL multiple-choice items with four options A-D after one week, and the same test was re-administered to the same group of students. The results of the first test and the second were subjected to Pearson’s Product-Moment Correlation Coefficient (r), and their correlation coefficient indexes of 0.89 for the CPATEL and 0.81 for the CPATHL, meaning the two instruments are reliable for the study.