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INQUIRY MODELS-BASED INSTRUCTIONAL ACTIVITIES’ EFFICACY AND GENDER OF JUNIOR SECONDARY SCHOOLS SCIENCE STUDENTS’ PROCESS SKILLS IN BASIC SCIENCE AND TECHNOLOGY
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the efficacy of inquiry models-based instructional activities on the process skills of junior secondary school students in the field of Basic Science and Technology. The investigation also takes into account the potential influence of gender on students’ acquisition of process skills.
The use of inquiry-based instruction has gained prominence in science education as it promotes active learning, critical thinking, and problem-solving abilities. However, there is a need to explore the effectiveness of specific inquiry models in enhancing students’ process skills, particularly in the context of Basic Science and Technology at the junior secondary school level.
The study employs a quantitative research design and involves a sample of junior secondary school students. The students are divided into two groups: an experimental group that receives inquiry models-based instructional activities and a control group that follows the traditional instructional approach. Pre-test and post-test assessments are conducted to measure the students’ process skills, which include observation, measurement, communication, inference, and prediction.
Additionally, the study investigates the potential influence of gender on students’ process skills development. Gender-related differences in science education have been a subject of interest, and this study aims to explore if any differential effects exist between male and female students in their acquisition of process skills through inquiry-based instruction.
The findings of this study will provide insights into the efficacy of inquiry models-based instructional activities in enhancing students’ process skills in Basic Science and Technology. The results will contribute to the existing literature on inquiry-based instruction and help inform science educators and curriculum developers about effective instructional strategies for promoting process skills development.
Keywords: inquiry models, instructional activities, process skills, Basic Science and Technology, junior secondary school, gender differences, science education
INQUIRY MODELS-BASED INSTRUCTIONAL ACTIVITIES’ EFFICACY AND GENDER OF JUNIOR SECONDARY SCHOOLS SCIENCE STUDENTS’ PROCESS SKILLS IN BASIC SCIENCE AND TECHNOLOGY. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS