Efficacy of Reflective Questioning Instructional Strategy on Students’ Achievement in Gas Laws Contents of Secondary Schools Chemistry

Abstract

This study investigated the efficacy of reflective questioning instructional strategy on students’ achievement in gas laws contents of secondary schools Chemistry. A pre-test-post-test, control group quasi-experimental research design was adopted in the study. The participants were 129 students (72 females and 57 males) of four intact classes sampled from two government owned secondary schools in Nigeria using multi-stage sampling procedure. Two intact classes each were assigned to experimental and control groups respectively. Data collection was done using a 25-item gas laws achievement test (GLAT). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result showed that there was a significant difference between the experimental and control groups indicating that reflective questioning instructional strategy enhances students’ achievement in gas laws. Also, there was no significant influence of gender on the mean achievement scores of students in gas laws and there was no significant interaction effect of questioning instructional strategies and gender on students’ achievement in gas laws. Chemistry teachers and pre-service teachers should be trained on how to adopt reflective questioning instructional strategy in the classroom instructions..