Teachers' Assessment of Innovative Teaching Strategies for Enhancing Secondary School Students' Science Achievement in Nasarawa State, Nigeria

This study was based on teachers’ assessment of innovative teaching strategies that could enhance secondary school students’ science achievement. It was guided by two research questions and one null hypothesis. The study adopted a descriptive survey research design. Purposive sampling technique was used to obtain a sample of 150 secondary school Science Teachers in Nasarawa State West Senatorial Zone. Innovative Teaching Assessment Questionnaire (ITAQ) was developed by the researchers as an instrument for data collection. The reliability of the instrument was determined using Cronbach Alpha method which yielded a coefficient value of 0.88. Expert opinions were used to validate the instrument for the study. The research questions were answered using means and standard deviations. The null hypothesis was tested at 0.05 level of significance using Chi-Square statistic. Results revealed that simulations, brain-storming, peer- tutoring, collaborative learning, competitive learning and discovery learning were innovative teaching strategies that proved to enhance Science Students’ achievement. Based on the findings of this study, it was recommended that Science teachers should be encouraged to employ these innovative strategies in teaching to enhance students’ learning and academic achievement in science.