This study examined the effect of advance organizers on secondary school students' academic achievement in chemistry and their scientific attitude. It used the pre-test post-test control group quasi-experimental design with eighty-four senior secondary 2 (SS2) chemistry students as subjects selected from two sampled schools. Chemistry Achievement Test (CAT) and Scientific Attitude Questionnaire (SAQ) were the instruments used for collection of data. The reliability of the CAT was finally determined using Spearman-Brown Prophesy Formula which yielded a coefficient of 0.82 while the Cronbach Alpha reliability coefficient for SAQ was 0.91. Analysis of covariance (ANCOVA) was used as the statistical technique for the data analysis. The hypotheses were tested at 0.05 level of significance. The findings indicated that students taught Chemistry with advance organizers achieved better and had a higher level of scientific attitude than their counterparts taught with the conventional method. The study therefore recommended that Chemistry teachers should adopt the use of advance organizers in order to improve students' achievement and scientific attitudes.
Key words: Advance organizers, Chemistry, instructional strategy, achievement, scientific attitudes.
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