EFFECT OF GUIDED-INQUIRY METHOD ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACADEMIC ACHIEVEMENT IN ANAMBRA STATE, NIGERIA

Abstract

The study investigated the effect of guided-inquiry method (GIM) on senior secondary school chemistry students’ academic achievement in Anambra state, Nigeria. Two research questions guided the study and two null hypotheses were posited and tested at 0.05 level of confidence. The study adopted a quasi-experimental, specifically, pretest posttest non-equivalent control group design. The population of the study consisted of 541 senior secondary two (SS 2) chemistry students in Awka South local government area of Anambra state. Using a simple random sampling technique with replacement, two intact classes of 87 SS 2 chemistry students formed the sample of the study. Chemical Reaction and Equilibrium Achievement Test (CREAT) was used as instruments for data collection. The reliability coefficient of 0.76 was established for CREAT using Kuder Richardson 20 (K-R 20). Mean and standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that guided-inquiry method is more effective in improving academic achievement of chemistry students than the Conventional lecture method. There was no significant difference in the academic achievement of chemistry students due to gender. In light of the findings from this study, it was recommended that chemistry and science teachers should adopt the use of GIM in teaching science students and as well structure lessons to provide hands-on activities, with a hope to enhance gender equality and to discourage gender stereotyping in teaching and learning of chemistry. Guided-inquiry method, academic achievement, senior secondary school

TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi

CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10

CHAPTER TWO

LITERATURE REVIEW – – – – – – -11

CHAPTER THREE

Research methodology – – – – – – -39
Design of study – – – – – – – -40
Area of study – – – – – – – – -40
Population of the study – – – – – – -41
Sample and sampling techniques – – – – -41
Instrument for data collection – – – – -41
Method of data collection – – – – – -42
Method of data analysis – – – – – – -43

CHAPTER FOUR

Presentation, analysis and interpretation of data – -48
Discussion of findings – – – – – – -56

CHAPTER FIVE

Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69

EFFECT OF GUIDED-INQUIRY METHOD ON SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACADEMIC ACHIEVEMENT IN ANAMBRA STATE, NIGERIA