Chemistry Teachers and Utilization of Constructivist-Based Teaching Strategies in Senior Secondary Schools In Onitsha Education Zone

Abstract

Constructivist-based teaching strategy could be considered one of the effective teaching strategies. This work investigated the issues surrounding the Chemistry teachers' utilization of constructivist-based teaching strategies in senior secondary schools. The study employed descriptive survey research design. The population comprised all the 98 chemistry teachers in all the 32 government owned secondary schools in Onitsha Education zone. No sampling was done. All the 75 female and 23 male teachers in the zone formed the sample. The instruments were Observation Rating Scale and Questionnaire titled Chemistry Teachers' Utilization of Constructivist-based Strategies Questionnaire (CTUCSQ). 4 research questions and 3 hypotheses guided the study. Means and standard deviations were used for the research questions while Z-test was used to test the hypotheses at 0.05 alpha level. The results show that teachers use constructivist-based teaching strategies at seldom. Also, there is a significant difference in the use of constructivist-based teaching strategies with regards to the teachers' qualifications. But no significant difference was found on the utilization of the strategies with regards to gender. Recommendations were made with calls on teachers' associations to reflect these strategies in their conference, workshop and seminar themes and sub-themes.