Abstract

The study investigated the effects of learning company approach on students’ achievement in chemistry. Learning company is a didactically constructed classroom structure, analogous to an ‘ideal’ company, the learning environment here is used for the simulation of practical, profession-oriented tasks in business, through this model, students are supposed to learn how processes in a company occur. The design of the study was experimental; the sample consisted of 120 randomly selected secondary school students. Two hypotheses and three research questions guided the study. Relevant instruments were used for data collection and data collected were analyzed using t-test and descriptive statistical tools. Results revealed that students taught using the learning company approach performed significantly better than those taught using conventional teaching method. Learning company approach was also found to encourage independent study, cooperation and critical thinking among students. Recommendations were made based on the findings.

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