The relative effectiveness of four teaching-learning situations on the achievement of students on selected topics in general chemistry

Using a 4 x 2 fixed effects factorial design, the study investigates the relative effectiveness of four teaching-learning situations and the educational attainment of fathers on the achievement of students on selected topics in general chemistry.Results of the study revealed no significant differences on the achievement of students subjected to the four teaching-learning situations except on those subjected to homeworks but no tests which turned out significantly higher when compared to the achievement of those who neither had homeworks nor tests. There was also no significant difference in achievement among students grouped according to the educational attainment of the father. No significant interaction was found between teaching-learning situation and students\u27 grouping with regard to achievement in midterm test.The study recommends the giving of more homeworks to enhance academic performance of students and that similar studies be conducted in other areas of Chemistry and other disciplines involving students of different mental ability groups