In Search of Viable Pedagogy in Chemistry that could Improve Students’ Self-Confidence : A Consideration of Predict-Observe-Explain-Elaborate-Write-Evaluate (POE²WE) or Discussion Strategies?

The study investigated if a Predict-Observe-Explain-Elaborate-Write-Evaluate (POE2WE) or discussion strategies is a viable pedagogy in chemistry that could improve students’ self-confidence in Ekiti State, Nigeria. The study adopted quasi-experimental research design. The instrument used for data collection was Chemistry Self-Confidence Scale (CSCS). Cronbach Alpha was used to ascertain the reliability index of CSCS which gave reliability valve of 0.89. The target population of this study was 14,753 which was the population of senior secondary 2 students offering Chemistry in the study area. A sample of 156 students comprising 84 boys and 72 girls drawn from 6 schools within 6 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that POE2WE strategy significantly improved students’ self-confidence [F1, 156=255.284, P<0.05] than discussion method. It was also found that there was no significant interaction effect of treatments and gender on the mean self-confidence [F1, 156 =.085, P>0.050] of students in Chemistry. It was recommended that since POE2WE strategy was found to be effective strategy for improving students’ self-confidence in Chemistry; Chemistry teacher’s trainee should be trained on the use of POE2WE strategy and serving teachers should use it. The curriculum developers should use POE2WE to develop and refine the Chemistry curriculum