EFFECTS OF GUIDED INQUIRY STRATEGY ON LEARNING OUTCOME OF LOW ACHIEVING SECONDARY SCHOOL PHYSICS STUDENTS IN KADUNA METROPOLIS, NIGERIA.

Simple item page
dc.contributor.authorSHITTU, Surajudeen
dc.date.accessioned2014-03-28T08:40:51Z
dc.date.available2014-03-28T08:40:51Z
dc.date.issued2013-03
dc.descriptionTHESIS 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, ZARIAen_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4350
dc.language.isoenen_US
dc.subjectGUIDED INQUIRY STRATEGY,en_US
dc.subjectLEARNING OUTCOME,en_US
dc.subjectLOW ACHIEVING,en_US
dc.subjectSECONDARY SCHOOL PHYSICS STUDENTS,en_US
dc.subjectKADUNA METROPOLISen_US
dc.titleEFFECTS OF GUIDED INQUIRY STRATEGY ON LEARNING OUTCOME OF LOW ACHIEVING SECONDARY SCHOOL PHYSICS STUDENTS IN KADUNA METROPOLIS, NIGERIA.en_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
EFFECTS OF GUIDED INQUIRY STRATEGY ON LEARNING OUTCOME OF LOW ACHIEVING SECONDARY SCHOOL PHYSICS STUDENTS IN KADUNA METROPOLIS, NIGERIA..pdf
Size:
4.54 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION