Abstract:
The study sought to determine the effects of demonstration method and cooperative learning strategy on secondary school students’ achievement in writing and balancing of chemical equations in Nsukka Education Zone of Enugu State. To guide the study, four research questions were posed and answered while six null hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental research design specifically pre-test post-test non-equivalent control group design was adopted for the study. A sample of eighty (80) SS1 students in secondary schools within the Zone was used for the study. Chemistry Achievement Test in form of essay was used as instrument for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The findings of the study were; there is a significant difference in the mean achievement scores of students taught balancing of chemical equation using demonstration method and those taught using cooperative learning in favour of those taught using demonstration method. there is no significant difference in the mean retention scores of students taught balancing of chemical equation using demonstration method and those taught using cooperative learning, Gender is not a significant factor in the students’ achievement as well as retention in balancing of chemical equation, there is no significant interaction effect of method and gender on the achievement and retention of students in balancing of chemical equation. One of the implications of the findings is that demonstration method of teaching is effective in enhancing the achievement of students in writing and balancing of chemical equation. It was recommended among others that science educators and curriculum planners should incorporate innovative strategies such as demonstration method into their various teacher education programmes
