Assessment of Health Hazards Faced by Morticians in Government Hospitals’Mortuaries in Akwa Ibom State, Nigeria

Abstract

The study aimed at investigating the relative effectiveness of tiered and scaffolding
instructional strategies on students’ academic achievements in Chemistry in Uruan Local
Government Area. three hypotheses were formulated for test at 0.05 level of significance. The
design was quasi-experimental with pre-test and post-test. The population consisted of 4,459
Senior Secondary 1 (SS1) chemistry students. The sample was 200 SS1chemistry students in 2
coeducational public secondary schools selected by purposive sampling technique. Instruments
used for the study, were the Learning Style Questionnaire (LSQ) and Achievement Test on
Chemical Combination (ATOCC). Reliability indexes of LSQ and ATOCC were 0.82 and 0.78
respectively. Mean and Standard deviation were used to answer the research questions, while
analysis of covariance was used to test the hypotheses. The findings of the study showed that
tiered and scaffolding instructional strategies facilitated students’ academic achievement in
chemistry. Gender had no significant effect on students’ academic achievement in both
teaching strategies, and there was no significant difference in the teaching strategies, learning
styles and gender on students’ academic achievement in Chemistry. Based on the findings of
the study, it was concluded that tiered and scaffolding instructional strategies were effective in
facilitating students’ academic achievement in Chemistry and recommended that chemistry
teachers use it in teaching process.