Effects of Autonomous Method of Teaching on Students’ Academic Performance in Chemistry in Uyo Local Government of Akwa Ibom State

Abstract

This study examined the effects of the autonomous teaching method on students’ academic performance in Chemistry in Uyo Local Government Area of Akwa Ibom State. Two research questions and two null hypotheses guided the study. The quasi-experimental design with non-equivalent control groups, pre-test, and post-test was adopted. The study involved 80 senior secondary one (SS I) students drawn from two randomly selected intact classes in two purposively selected secondary schools. Chemistry Achievement Test (CAT) was used for data collection.  The instrument was validated by three experts. The instrument had a reliability index of .78 determined by using Kuder Richardson formula (K-R-20) Data were analyzed using mean, standard deviation, and ANCOVA. The null hypotheses were tested at 0.05 level of significance. Findings revealed that there is a significant effect in the mean achievement scores of students taught Chemistry using the autonomous method. Additionally, no significant difference was found in the academic performance of male and female students in Chemistry. Based on the findings, it was recommended that autonomous learning strategies be incorporated into the Chemistry curriculum to foster independent learning and improve students’ Academic performance.