Enhancing Chemistry Learning through Advance Organizer Strategy: Evidence from Nigerian Secondary Schools..
Author(s): Mustapha Isah

Abstract: This study examined the effect of the advance organizer teaching strategy on academic achievement and retention in senior secondary school chemistry in Gumel, Jigawa State, Nigeria. A pretest-posttest quasi-experimental design was employed, involving Senior Secondary II Chemistry students was used. Findings revealed that students taught with the advance organizer strategy significantly outperformed peers taught with the conventional method in both academic achievement and retention tests. Male students taught using advance organizer strategy performed better than their female counterparts in achievement and retention, with the difference being statistically significant. The results demonstrate that the advance organizer strategy facilitates meaningful learning by linking prior knowledge with new content, thereby enhancing comprehension and long-term retention of chemistry concepts. It is recommended that chemistry teachers integrate advance organizers into instructional practice to improve student engagement, conceptual understanding, and retention. Special attention should also be given to encouraging female students to participate actively in science lessons.