This study examined the effectiveness of differentiated instruction and cooperative learning on secondary school students’ the achievement in chemistry. Three hypotheses were tested. The sample size for the study was 163 SS2 chemistry students drawn from three secondary schools in Onitsha Education Zone. The instrument for data collection was Chemistry Achievement Test (CAT) validated by experts from Departments of Science Education and Education Foundations of NNamdi Azikiwe University, Awka. The data collected with the instrument were analyzed using multivariate analysis covariance (MANCOVA). The result revealed although differentiated instruction was significantly effective in enhancing
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