Remediating Students’ Misconception And Achievement In Chemistry Via Science Writing Heuristics And Peer Review Instructional Strategies In Delta State

Abstract

The study looked at remediating students’ students’ misconception and achievement in chemistry via science writing heuristics and peer review instructional strategies in Delta State using quasi-experimental design. The population comprised 18,879 Delta State’s public secondary schools. 328 SSII chemistry students were sampled for the study. 3 experts validated Two-Tier Chemistry Test (TTCT) with reliability values of 0.79 (for achievement) and 0.72 (for misconception) was used for data collection. The outcome of ANCOVA analysis indicated that students taught chemistry via science writing heuristics, peer review and lecture approach had significantly different mean misconception and achievement scores; in favor of science writing heuristics and peer review strategies. The study came to the conclusion that peer review and science writing heuristics are useful instructional strategies for remediating students’ misconceptions, and improving students’ achievement in chemistry. The adoption of science writing heuristics and peer review strategies by chemistry teachers in teaching chemistry was recommended