Open AccessInteractive Radio Response (IRR) Effectiveness in Small-class Size Chemistry Students Achievement
Author(s) -
Iroriteraye-Adjekpovu Janice Imizuokena
Publication year - 2022
Publication title -
journal of education, society and behavioural science
Language(s) - English
Resource type - Journals
ISSN - 2456-981X
DOI - 10.9734/jesbs/2022/v35i330412
Subject(s) - class size , mathematics education , class (philosophy) , academic achievement , student achievement , teaching method , chemistry education , achievement test , psychology , standardized test , computer science , social psychology , artificial intelligence , enthusiasm
The study examined the effectiveness of Interactive Radio Response (IRR) in teaching of small class size chemistry on student achievement in secondary school in Obiaruku, Ukwuani L.G.A., Delta State. One hundred and twenty (120) students randomly selected from five schools were enrolled for the study. Lessons relevant for the study prepared using prescribed textbooks in chemistry for students within SSII with and without IRR approach. Performance using students outcome were subjected to analysis using students’ t-test from the raw score sheet. The results showed that a significant effect of IRR approach exist in small class-size chemistry teaching on students’ academic achievement. Also, significant difference existed between mean scores for male and female students achievement using IRR approach in chemistry teaching of small class-size across secondary schools in the study area. The study concluded that IRR teaching approach on small class-size chemistry teaching has effect on students’ achievement with male students’ recording higher performance compared to their female counterparts. The study recommended that teachers should include IRR approach in small class-size chemistry teaching with no gender disparity to enhance students’ academic performance.