Effects of Teacher-Made Model and Student-Made Model Instructional Materials on Senior Secondary Students’ Academic Performance in Unsaturated Hydrocarbons in Chemistry

This study investigated the effects of teacher-made model and student-made model instructional materials on senior secondary students’ academic performance in unsaturated hydrocarbons in Chemistry in Akwa Ibom State, Nigeria. The study adopted a quasi-experimental design, specifically a pretest-posttest non-equivalent group design. The study was conducted in Abak Local Government Area of Akwa Ibom State, Nigeria. The population of the study comprised 2234 SS2 Chemistry students in 11 public co-educational secondary schools in Abak Local Government Area. The sample consisted of 96 (39 males and 47 females) SS2 Chemistry students drawn from two randomly selected schools. Simple random sampling technique was employed in the selection of the two schools and intact class of SS2 Chemistry students was used in each school. The instruments used for data collection were the Chemistry Performance Test on Unsaturated Hydrocarbons (CPTUH) and Chemistry Interest Inventory Questionnaire (CIIQ). The face and content validity of the CPTUH and CIIQ were reviewed by two experts; one Chemistry educator and one Measurement and Evaluation expert in the Department of Science Education, Akwa Ibom State University. The reliability of CPTUH and CIIQ were 0.85 and 0.87 respectively. Mean and standard deviation, were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at the 0.05 level of significance. The results showed that there is significant difference in the mean performance scores of Chemistry students taught the concept of unsaturated hydrocarbons using teacher-made and student-made model instructional materials in favour of those taught using the student-made model instructional materials. There is significant difference in the mean interest scores of Chemistry students taught the concept of unsaturated hydrocarbons using teacher-made and student-made instructional materials in favour of those taught using the student-made instructional materials. There is no significant difference in the mean performance scores of male and female Chemistry students taught the concept of unsaturated hydrocarbons using teacher-made model and student-made model instructional materials. Based on the findings, it was recommended that teachers should involve students in the development of instructional materials for the teaching and learning of unsaturated hydrocarbons in Chemistry.