GASPRO International Journal of Eminent Scholars

ABSTRACT

This study examines the Virtual Online and Flip Charts Classrooms on Chemistry Students’ Academic Achievement Using the Concept of Green-House Gas Emission in Itu Local Government Area. Four purpose of study, four research questions and four null hypotheses were carefully formulated to guide the study. The study also adopted a quasi-experimental research design with a non randomized pre-test, post-test design. The population of the study consisted of 1800 SS2 chemistry drawn students from 2024/2025 academic session drawn from the eight (8) co-educational secondary schools in Itu Local Government Area of Akwa Ibom State. The study sample comprised of one hundred and forty seven (147) SS2 chemistry students selected using purposive sampling technique. Researcher constructed an instrument called: Green House Gas Emission Achievement Test (GHGEAT) was used for data collection. The instrument was validated by three research experts from Science Education Department and Department of Chemistry, University of Uyo respectively. The reliability coefficient of the GHGEAT, was determined using Kuder-Richardson’s formular 21(KR-21) with a statistics of 0.81. The data obtained from all the tests were analyzed using mean, Standard Deviation and Analysis of Covariance (ANCOVA) statistics. The result showed that there is a significant difference in chemistry students’ academic achievement scores taught the concept of greenhouse gas emission using flip charts classrooms strategy. It was also revealed that there is a significant difference in the achievement scores of male and female chemistry students taught green house gas emission using flip charts. The result also showed that there is a significant interaction effect of visual-online classroom, flip charts and gender on chemistry students’ academic achievements on the concept of green-house gas emission. The recommendations made indicate that flip charts instructional strategy should be adopted and use by chemistry teachers in the teaching and learning of the concept of green-house gas emission in public secondary schools to enhance their achievements and understanding in learning the concept.