COMPARATIVE STUDY OF EFFECTS OF LEARNING ACTIVITY PACKAGE INSTRUCTIONAL STRATEGY (LAPIS) AND LECTURE METHOD ON STUDENTS' ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY

Abstract

The study compared the effects of Learning Activity Package Instructional Strategy (LAPIS) and Lecture method on students' academic achievement in senior secondary school
chemistry. Two (2) research questions and three (3) research hypotheses guided the study. The study employed quasi-experimental design. The sample comprised 235 SS2 Chemistry students, from secondary schools in Afikpo Education zone of Ebonyi State, Nigeria. The
experimental groups were exposed to LAPIS while the control groups were exposed to Lecture method. Data was collected using Chemistry Achievement Test on Water (CATOW) which was validated by three experts and reliability indices of 0.82 and 0.94 were obtained using Kuder Richardson's (K-R 20) and Pearson's Product moment correlation respectively.
The research questions were answered using mean with standard deviation while the null hypotheses were tested at 5% level of significance, using analysis of covariance (ANCOVA). The findings revealed that the LAPIS was more effective in enhancing students' achievement
in chemistry than the Lecture method. Also, there was no significant difference in male and female students' achievement in chemistry. Based on the findings, the researcher recommends, among others, that chemistry teachers should teach chemistry with LAPIS to encourage active engagement and self-motivation among learners for enhanced academic
achievement.