Abstract:

Globally, empirical studies have shown students' poor achievement in Chemistry and electrolysis in particular. Some of these studies have suggested the use of innovative teaching approaches to enhance students' achievement in different school subjects. A hands-on instructional approach (HOIA) provides the necessary activities that promote meaningful learning through active learners' participation, effective use of teaching and learning resources, experimentation, and a student-centred approach to improving students' achievement, attitude, and skills. Focusing on Nigerian secondary school students, the study investigated the effect of a hands-on instructional approach (HOIA) on students' achievement in electrolysis, the influence of gender on the process, and the challenges encountered while using HOIA. The study employed a quasi-experimental research design integrated with a survey design, using 164 senior secondary two (SS2) students from four intact classes. The experimental group received teaching in electrolysis using HOIA, while the control group were taught using the lecture method (LM). Data were collected using the Electrolysis Achievement Test (EAT) and analysed using mean, standard deviation, and ANCOVA. The study's findings revealed that a hands-on instructional approach was significantly effective in enhancing students' achievement in electrolysis compared to the LM. Also, no significant difference exists between male and female students when taught electrolysis with HOIA. Moreover, safety concerns, the cost of chemicals/resources, resource availability, time constraints, and conceptual misconceptions were the challenges students encountered while using HOIA. The researchers recommended the use of a hands-on instructional approach in teaching electrolysis and chemistry in general, as it is gender inclusive and improves students' achievement in electrolysis.

Keywords:

Hands-on instructional approach, lecture method, achievement in electrolysis, chemistry, gender, secondary education, and challenges.