The Effect Of Strategic Intervention Materials (SIM) On The Students� Academic Achievement In Chemistry
The purpose of the study is to determine the effect of SIM technique on students� achievement in basic Chemistry. Specifically a quasi-experimental pre-test, post-test, non-equivalent control group design was utilized for the study. The sample consisted of 78 basic chemistry students. Two intact classes were used; one class (group A) is classified as high section (i.e. high achievers group) while the other class (group B) is classified as low section (i.e. the academically challenge group). Members of the same class were assigned randomly to experimental and control groups. Experimental groups were taught selected topics in Chemistry using SIM technique. Control groups were taught the same topics using traditional method. Pretest was administered to both groups before the commencement of the treatment. Treatment was administered for a period of six weeks after which a posttest was administered. The results showed that there was no significant difference between the mean achievement scores of the experimental and control groups in pretest. There was a significant difference between the pretest and posttest mean scores of the experimental group as well as in the control group. However, the difference between the mean achievement gain scores both in experimental and control groups was not statistically significant. As a result, the findings of this study suggest that SIM can be used as a technique for teaching basic Chemistry and is no inferior to traditional method used for developing academic achievement.
Keywords: Achievement, Chemistry, Effect, Strategic Intervention Material, Technique