EFFECT OF STANDARD MATERIALS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE.

Abstract

Determined resource scarcity and urban-rural achievement gap in Nigerian chemistry education necessitated this study. The study examines how material types, teacher training, and localized public-private partnerships (PPPs) with oil firms’ impact secondary students’ theoretical knowledge and practical skills in Rivers State. The study adopted Quasi-experimental research design with three groups (textbook vs. digital tools vs. lab kits) and a sample size of 375 SS2 chemistry students and 270 chemistry teachers made up the study using multi-stage sampling techniques. Five research instruments were utilized in this study namely; Chemistry Theory Test (CTT), Chemistry Practical Skills Assessment (CPSA), Material Availability and Effectiveness Log (MAEL), Teacher Training Quality Questionnaire (TTQQ) and Public-Private Partnership Implementation Questionnaire (PPPIQ). Mean, standard deviation, ANCOVA and Multiple Regression were used to analysis the data obtained. Results showed that lab kits group outperformed their counterpart in the digital tools and textbook groups in theoretical knowledge and practical skills with mean gain of 44.36 and 45.33 respectively. Material efficacy is seen, as significant achievement differences emerged (Theoretical Knowledge: F=26.725, η^2= .178; Practical skills: F=40.06, η^2= .178), with lab kits maximizing practical skills with 45.33 gain over digital tools and textbooks. Teacher training quality significantly enhanced material effectiveness (Δ R2 = .063, F change = 26.47, p < .001). With PPPs, it revealed reduced material scarcity (mean = 3.95) but showed high variability (SD = 1.28). Thus, teachers’ training rooted in material distribution by PPPs with oil firms was recommended.