Effect of Context-Based Learning Strategy on Academic Performance in Chemistry Concepts among Secondary School Students in Taraba State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026424Keywords:
Context-Based Learning, Academic Performance in Chemistry, ANCOVA, Senior Secondary School.Abstract
This study examines the effect of context-based learning strategy (CBLS) on academic performance in Chemistry Concepts among Secondary school students’ in Taraba State, Nigeria. A quasi-experimental design involving pretest-posttest control and experimental groups was employed. A total of 174 students participated, with 52 in the experimental group taught using the CBLS and 122 in the control group taught using conventional methods. Respondents were selected using multi-stage sampling technique. Data were collected using Chemistry Performance Test (CPT) as instruments of data collection. Instruments were subjected to content, face validity and was tested after a pilot study using Kuder Richardson formula 20, KR2 reliability test which yielded a coefficient of 0.85. Analysis of Covariance (ANCOVA) were used to test the hypotheses. Findings from ANCOVA revealed that students taught with the CBLS performed significantly better F (1, 171) = 44.163, p < .001, η² = .205). The experimental group mean gain was 42.28 compared to the control group mean gain is 22.05 in favor of experimental group. findings strongly support the effectiveness of context-based learning strategy in improving academic performance in chemistry This finding recommend that chemistry concepts should be taught using context based learning strategy which allows active participation of the students.
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