Eniayeju, P.A.Tanko, Jibrin Abdullahi.2023-12-132023-12-132015-03-10Abdullahi. A.M. (1981). Communication of Scientific Knowledge in Class-From Verbalization to the Concept of Chemical Equilibrium. International Journal of Science Education. 100,58-60. Adigwe, J.C. (1993). Pre-Service Chemistry Teachers' Misconceptions in Chemical Equilibrium. Science Teachers Association of Nigeria (STAN)-Nigeria 28,(1 & 2) Agboola. O.S. & Oloyede, E.O (2007). Effect of Project, Inquiry and Lecture - Demonstration Teaching Methods on Senior Secondary School Students' Achievement in Separation of mixtures Practical Test. Educational Research and Review.Academic Journal. Institute of education, Obafemi Awolowo University Nigeria. Anikweze. C.M. (2005). Measurement and Evaluation for Teachers' Education. L.T.D. I Snaap Drive, Independence Layout. Enugu: Snaap Press. Belinda S. T. & Tse-Kian N. (2007).Interactive multimedia learning: Students' attitudes and learning impact in an animation course. The Turkish Online Journal of Educational Technology - TOJETOctober2007 ISSN: 1303-6521,6 (4) Brunner. J. (1975). The Art of Discovery in on Knowing. Athenaeum Publisher. New York (81 -96). Child. G. (1973).Modelling in Science Lessons: Are There Better Ways To Learn with Models? School Science and Mathematics.48,316-318. Feyzioglu, F. (1960). Early Studies Concerning Time in Chemical Reactions. Chymia, 6,120-124. Gabel. D. (1998). The Complexity of Chemistry and Implications for Teaching. In B. Fraser and K. Tobin () (eds), International Handwork of Science Education. Dordrecht, the Netherlands. Kluwer Academic Publishers (pp 33-40).https://keffi.nsuk.edu.ng/handle/20.500.14448/3894The study investigated the effect of structured text approach on the achievement of senior secondary students in chemical equilibrium. The sample comprised two groups of students (N=60) drawn from two different schools in Keffi metropolis. The equivalence of the groups was determined using a pretest in chemical equilibrium. Three instruments were developed and validated the investigator for data collection. The instruments are Pre-Test in Chemical Equilibrium (PRTCE), Post-Test in Chemical Equilibrium (POTCE)andStructured Text in Chemical Equilibrium (STCE).The treatments, structured text approach and demonstration method were randomly assigned to the two groups selected for the study. The experimental and control groups were taught for four weeks after which the post test was administered. The likert scale questionnaire was administered to the experimental group after instruction. The results of the t-test analysis showed that the experimental group mean score (11.33) was significantly better than that of the controlled group (8.57)at p?. 05. Analysis of the questionnaire using chi-square statistics showed that the attitudes of students exposed to Structured Text Approach on chemical equilibrium is favourable.enArticle