EFFECT OF EXPERIENTIAL LEARNING APPROACH ON RETENTION AND ACADEMIC PERFORMANCE IN CHEMISTRY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KADUNA METROPOLIS

Abstract

The study investigated the effect of the experiential learning approach on students’ academic performance and retention of chemistry concepts among senior secondary school students in Kaduna Metropolis. Three objectives guided the study: to determine the effect of experiential learning on students’ academic performance, to examine its effect on retention of chemistry concepts, and to assess the relationship between retention and academic performance. Three corresponding research questions and null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental design. The population comprised 6,247 SS II chemistry students across selected public senior secondary schools. A sample of 400 students was selected using purposive and random sampling techniques. Data were collected using a Chemistry Achievement Test (CAT) and a Retention Test. The research questions were analyzed using mean and standard deviation, while ANCOVA was employed to test the null hypotheses. Results showed that students in the experiential learning group had a high academic performance (M = 15.82, SD = 2.14) and retention level (M = 4.17, SD = 0.83). ANCOVA revealed a significant effect of experiential learning on retention (F = 22.53, p < 0.05) and academic performance (F = 39.59, p < 0.05). A significant relationship was also found between retention and academic performance (F = 16.37, p < 0.05). It was concluded that experiential learning enhances understanding, retention, and academic performance in chemistry. The study recommended that teachers adopt experiential strategies, that policymakers support resource provision, and that capacity building programs be implemented to sustain learner-centered pedagogy.