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Article Title: Teacher Instructional Time, Student- Engaged Time and Numerical Ability as Predictors of Student Achievement in Senior Secondary School Chemistry
by Olufumilayo Deborah Ayodele

Abstract:
The study investigated the extent to which teacher-instructional time, student-engaged time and student numerical ability can predict achievement in Senior Secondary School Chemistry. An expo-facto descriptive survey design was adopted for this study. 90 Senior Secondary School (II) students were randomly drawn from six Senior Secondary Schools. Numerical Ability Test, Chemistry Achievement Test and Stalling's model of time-on-task were the instruments used to collect data for the study. The data obtained were analysed using a stepwise multiple regression analysis. The result showed that teacher instructional time, student-engaged time and numerical ability when taken together accounted for 63.9% of the total variance (R= 0.639, p<0.05). Also, student numerical ability and student-engaged time contributed significantly to the prediction. Hence, it was concluded that it is not the length of instructional time that results in learning, but rather, the time the students themselves are engaged in learning activities. It is therefore recommended that activities that would increase student-engaged time and numerical skills should be introduced into the chemistry curriculum. The result of this study would serve as a source of empirical evidence to help policy makers and curriculum planners to ascertain the extent to which school time variables would predict academic achievement. This would help them in reviewing and evaluating the allocated school time. The report of this study would also benefit teachers and students in helping them to realize the extent to which the time students spend engaged in learning activities contribute to achievement in chemistry.

Keywords: teacher instructional time, student-engaged time, numerical ability, Chemistry achievement, prediction.

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