Creativity and Process Skills for Self- Reliance Using Demonstration Approach of Teaching Chemistry

This study investigated the effects of demonstration approach of teaching and creativity level of students on the acquisition of scientific process skills for self-reliance among senior secondary school 2 (SSS2) students in Ogu-Bolo local government area of Rivers State. It is a quasi-experimental design which used purposive random sampling technique to get 70 students each from two schools representing two experimental groups. Thus, 140 students made the sample size. Two research questions and two hypotheses guided the study. The instruments for data collection constructed by the researchers were creativity ability test (CAT) and science process skills acquisition test (SPSAT) made up of 30 and 40 items respectively. The instruments were validated by experts in science education and chemistry. Reliability coefficients of 0.75 and 0.82 were obtained using test-retest method. The two experimental groups were taught the concept of saponification with validated lesson notes using teacher demonstration approach (TDA) and student-teacher demonstration approach (STDA). The hypotheses were tested using t-test at p<0.05. The result implicates that the high, average and low creative ability students performed significantly better when taught using STDA as against when taught using TDA. The study recommended based on this finding that chemistry teachers should embrace student-teacher demonstration approach in teaching chemistry for self-reliance