EFFECTS OF INQUIRY TEACHING METHOD ON ACADEMIC ACHIEVEMENT, RETENTION AND ATTITUDES TOWARDS CHEMISTRY AMONG DIPLOMA STUDENTS OF KANO STATE POLYTECHNIC
EFFECTS OF INQUIRY TEACHING METHOD ON ACADEMIC ACHIEVEMENT, RETENTION AND ATTITUDES TOWARDS CHEMISTRY AMONG DIPLOMA STUDENTS OF KANO STATE POLYTECHNIC
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Date
2011-09
Authors
MUHAMMAD, SULEEIMAN ALI
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Abstract
ABSTRACT
This study investigated effects of inquiry and lecture methods of teaching on students’
academic achievement, retention and attitude among diploma two chemistry students of Kano
State Polytechnic. The study is a pre test, post test quasi experimental control group design. A
total of seventy (70) students form the sample of the study. Two instruments, namely
Chemistry Achievement Test (CAT) and Chemistry Attitude Questionnaire (CAQ) were use
for data collection. The CAT was develop by the researcher and validated by experts in
chemistry education and psychology. The reliability coefficient of CAT and CAQ were found
to be r=0.785 and r=0.82 respectively. Analysis of data using t-test statistic and weight
average revealed that the experimental group which was taught chemistry using inquiry
teaching methods performed significantly better than the control group which was taught
using the traditional lecture method and that the experimental group developed positive
attitudes toward chemistry after exposure to the inquiry teaching method. Other finding of
research was that inquiry method of instruction was gender-friendly and that is enhances
retention. The study recommends, among others, that chemistry teachers should be
encouraged to use inquiry method in the teaching of chemistry.
Description
DEPARTMENT OF EDUCATION, AHMADU BELLO UNIVERSITY ZARIA.
Keywords
EFFECTS,, INQUIRY,, TEACHING,, METHOD,, ACADEMIC,, ACHIEVEMENT,, RETENTION,, ATTITUDES,, TOWARDS,, CHEMISTRY,, AMONG,, DIPLOMA,, STUDENTS,, KANO,, STATES,, POLYTECHNIC.