EFFECTS OF GUIDED INQUIRY TEACHING METHOD ON SELF-EFFICACY AND ACADEMIC ACHIEVEMENT OF NIGERIA CERTIFICATE IN EDUCATION INTEGRATED SCIENCE STUDENTS IN NORTH-WEST, NIGERIA
EFFECTS OF GUIDED INQUIRY TEACHING METHOD ON SELF-EFFICACY AND ACADEMIC ACHIEVEMENT OF NIGERIA CERTIFICATE IN EDUCATION INTEGRATED SCIENCE STUDENTS IN NORTH-WEST, NIGERIA
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Date
2014-03
Authors
ABDULLAHI, Ibrahim Justice Duwan
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Abstract
This study investigated the effects of guided inquiry teaching method on self-efficacy and
academic Achievement of Nigeria Certificate in Education (NCE) Integrated Science students in
North-West geopolitical zone of Nigeria. All the NCE II Integrated Science students of the
eleven (11) Colleges of Education in the area under study; totaling one thousand, two hundred
and seven (1,207) were used as the population of the study. Two out of the eleven Colleges of
Education in the area with their total number of 200 students were selected as the sample of the
study using simple random sampling technique involving fish bowl method. The Colleges were
labeled as experimental (i.e. FCE, Katsina) and control (i.e. IKCOE, Dutsin-ma) groups; and
intact classes of the two Colleges were used. The experimental group was taught using guided
inquiry teaching method while the control group was taught by lecture method. The instruments
used for the study were NCE Students' Self-efficacy Questionnaire (NSSQ) with the reliability
value of 0.96 and Integrated Science Achievement Test (ISAT) which has the reliability value of
0.69. Four research questions were stated; such as what is the effect of guided inquiry teaching
method on the self-efficacy of NCE Integrated Science students?, and four corresponding
hypotheses such as there is no significant difference in the mean academic achievement of NCE
Integrated Science students exposed to guided inquiry teaching method and those exposed to
lecture method were formulated and tested at 0.05 level of significance. The data collected were
analyzed using t-test statistics at P < 0.05. The findings of the study showed that the guided
inquiry teaching method used for the study has improved the self-efficacy and academic
achievement of NCE Integrated Science students. However, neither male nor female NCE
Integrated Science students performed significantly better than the other after their exposure to
the method. One of the major recommendations made based on the findings of the study is that
NCE teachers should undergo training through seminars/workshops and that activity-based
teaching methods such as guided inquiry should be used in training/teaching them so that they
can also be confident and efficient in using the methods when in class with their students.
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY IN PARTIAL FULFILLMENT FOR THE AWARD
OF MASTER DEGREE IN SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA.
MARCH, 2014
Keywords
INQUIRY TEACHING,, SELF-EFFICACY,, ACADEMIC ACHIEVEMENT,, INTEGRATED SCIENCE STUDENTS,, NORTH-WEST, NIGERIA