Effects of ASEI-PDSI Approach on Self-Efficacy in Chemistry among Secondary School Students in Ilorin Educational Zone, Kwara State

Studies have consistently reported that students' self-efficacy is congruent to their achievement in chemistry, and that innovative instructional approaches promote self-efficacy.  The Activity, Student-centered, Experiment, Improvisation-Plan, Do, See, improve (ASEI-PDSI) approach is a pedagogical model for strengthening mathematics and science education in Nigeria and thought to promote high self-efficacy among students.  Hence, this study investigated the effects of ASEI-PDSI approach on Senior School students' self-efficacy in chemistry. The study adopted a quasi-experimental, non-randomized, pretest, posttest, control group design. The population was all the 40,379 Senior School students offering chemistry in Ilorin, Nigeria during the 2021/2022 academic session, while the target population was 13,460 Senior School I (SSI) students offering chemistry. The sample comprised 292 SSI (138 males and 154 females) students from four randomly selected co-educational schools in Ilorin, Nigeria. The ASEI-Instructional Package (ASEI-IP) was the stimulus instrument while the Chemistry Self-efficacy Scale (CSES) was the test instruments. The reliability of CSES was found to be 0.78. The data gathered were analysed using Analysis of Covariance and t-test statistics. The finding of the study revealed that there was a significant difference in the self-efficacy of students exposed to ASEI-PDSI approach (experimental) and those not exposed (control).The study concluded that ASEI-PDSI approach promote self-efficacy among students and ASEI-PDSI approach should be adopted by teachers to teach chemistry.