EFFECTS OF GUIDED INQUIRY STRATEGY ON LEARNING OUTCOME OF LOW ACHIEVING SECONDARY SCHOOL PHYSICS STUDENTS IN KADUNA METROPOLIS, NIGERIA.
EFFECTS OF GUIDED INQUIRY STRATEGY ON LEARNING OUTCOME OF LOW ACHIEVING SECONDARY SCHOOL PHYSICS STUDENTS IN KADUNA METROPOLIS, NIGERIA.
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Date
2013-03
Authors
SHITTU, Surajudeen
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Abstract
This study investigated the effect of guided inquiry strategy on the learning outcome of
low achieving secondary school Physics students in Kaduna metropolis. The study is a
pretest, posttest quasi experimental in nature. The population consists of 1,714 SS2
science students consisting of 1,018 males and 696 females. Two schools were randomly
selected through table of random digits and were randomly assigned control and
experimental groups using balloting. Ninety-one (91) students identified as low achievers
were purposively selected from the two sampled schools based on the schools’ records i.e
(students who consistently scored below average in 3 consecutive examinations in
Physics). 48 students were in control group; lecture method was used to teach them,
while 43 students were in experimental group and taught using guided inquiry strategy.
The two groups were taught light concept for six weeks. Two instruments, namely
Physics Achievement Test (PAT) and Physics Students Attitude Questionnaire (PSAQ)
were used for data collection. Four research questions were raised with corresponding
hypotheses stated. These hypotheses were tested using t-test and Wilcoxon statistics at P≤
0.05. The findings of the study showed that low achievers of senior secondary school
exposed to guided inquiry strategy in the teaching and learning of light concepts
performed significantly better than those exposed to lecture method of instruction. The
attitude of the experimental group improved significantly. While on gender related effect,
guided inquiry strategy favours both male and female low achievers of senior secondary
school. Recommendations based on the findings were made which include the provision
of in-service training and retraining for teachers on the use of guided inquiry strategy for
teaching Physics concepts.
Description
THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA. IN PARTIAL
FULFILMENT FOR THE REQUIREMENT FOR THE DEGREE OF MASTERS
IN SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY, ZARIA
Keywords
GUIDED INQUIRY STRATEGY,, LEARNING OUTCOME,, LOW ACHIEVING,, SECONDARY SCHOOL PHYSICS STUDENTS,, KADUNA METROPOLIS