EXPLORING THE PERCEIVED INFLUENCE OF IMPROVISED CONSUMABLE CHEMICAL SUBSTANCE IN INSTRUCTIONAL DELIVERY ON STUDENTS’ INTEREST IN LEARNING CHEMISTRY

Abstract

The study investigated the perceived influence of improvised consumable chemical substance in 
instructional delivery on students’ interest in learning chemistry. A survey design was adopted for 
the study. The population of the study comprised of nine hundred and seventy-four (974) SSII 
chemistry students in Awka South L.G.A, Anambra State. The stratified random sampling 
technique was used to select one hundred and fifty-nine (159) SSII chemistry students from the 
population as the sample. Four research questions and one null hypothesis tested at 0.05 level of 
significance guided the study. The reliability coefficient of the instrument was established using 
Cronbach- Alpha Method and it was 0.83. Four-point scaled structured questionnaire of 34 items 
was used as instrument for data collection. Mean and standard deviation were used for data analysis 
while the null hypothesis was tested using z-test statistical tool. Findings from the study revealed 
amongst other things that improvised consumable chemical substances can aid bridge resource 
gaps in underfunded schools and provide equal learning opportunities and passion thereby 
encouraging creativity and innovation among students, fostering a deeper interest in the subject. 
Improvisation activities should be integrated into the chemistry curriculum to enhance hands-on 
learning experiences and promote critical thinking skills. It was also discovered that improvised 
chemical consumable substances influenced more female students' interest than male student’s 
interest in learning chemistry. Null hypothesis revealed that there is no significant difference 
between the male and female students on the influence of improvised consumables chemical 
substance in instructional delivery on students’ interest in chemistry. Based on the findings, 
recommendations were however made.