Influence of Gender and Location on Students’ Achievement in Chemical Bonding

Is students’ achievement in chemical bonding a function of their gender and school location? This question and two hypotheses guided the study. Pre-test-post-test non-equivalent control group quasi-experimental design was used, with a population of 5,966 senior secondary class one (SS1) chemistry students in 57 senior secondary schools in Nsukka education zone of Enugu State, Nigeria. Adopting purposive sampling technique, nine schools were selected to draw 311 SS1 students. Intact classes were used. Instruments for data collection were Students’ Interest Scale on Chemical Bonding (SISCB) and Chemical Bonding Achievement Test (CBAT). The instruments were validated and had reliability coefficients of 0.68 and 0.87 respectively. Regular chemistry teachers of the selected schools taught the students using instructional software package method of teaching (ISPMT). Research questions were answered, using descriptive statistics. The hypotheses were tested using analysis of covariance (ANCOVA) at P DOI: 10.5901/mjss.2016.v7n3p309