EFFECTS OF DISCUSSION AND INQUIRY METHODS OF TEACHING ON THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN SENIOR SECONDARY

EFFECTS OF DISCUSSION AND INQUIRY METHODS OF TEACHING ON THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN SENIOR SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Chemistry as one of the science disciplines is indispensable to the scientific and technological development of any nation. The study of Chemistry has been and will remain of enormous benefit to man-kind. Because of the vivid explanation it gives on natural phenomena and everyday life occurrences. (Udofia & Udo, 2016). The teaching of Chemistry helps the students to comprehend the world around them. Thus, also better prepare them to improve on it.

However, as important and significant as this subject is among its other likes of science subjects including Physics, Mathematics and Biology in the senior secondary school level of the nation. Students have persistently, like in the aforementioned courses or subjects above, continued to perform poorly, considering the evaluations carried out by both internal and external examination bodies like WAEC and NECO.

The selection and usage of proper teaching strategies ensures the achievement of any instructional objective. Effective teaching strategies use in the presentation of lesson to help the students learn. Thus, by ensuring the smooth delivery of the instructional phase or an entire course delivered. The various teaching methods used by the integrated science teachers have a major rule in class.

Particularly in the dissemination of information to students. Robert (2014) pointed out that teaching methods comprises the principles and method used for instruction.

According to Stephens and Stephens (2015), discussion as a process of giving and talking, speaking and listening, describing and witnessing which helps expand horizons and foster mutual understanding.

Bridges (2013) noted that discussion method of teaching promotes academic performance of students in Biology. Since it concerned with the development of knowledge, understanding or judgment among those students taking part in it. He believes that discussion is more serious than conversation. Because it requires to be both “mutually responsive” to the different views expressed by learners.

Dillion (2014) saw discussion method of teaching as an important way for students to affiliate with one another to develop the sympathies and skills that make participatory democracy possible. Abdu-Raheem (2010) recommended that as a matter of urgency. Teachers of Chemistry should explore and use discussion method of teaching to promote knowledge to secondary school students.

EFFECTS OF DISCUSSION AND INQUIRY METHODS OF TEACHING ON THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN SENIOR SECONDARY

Inquiry teaching strategy according to Aina, Adedoyin, Obilo and Ahmadu (2012), is a method of teaching in which the students find answers to questions, problems or riddles raised during the learning processes. It involves probing, finding out, investigating, analyzing. Also, synthesizing, discovering, evaluating, questioning and thinking.

Similarly, Mezieobi, Fubara and Mezieobi (2008), describes inquiry method as an activity-oriented, thought- provoking creative method. Thus, in which students, out of curiosity and on their own, or under the guidance of the teacher, probe, investigate, and interpret relevant issues and problems. With a view to providing solution through reflective thinking and rational decision making which the method develops in the inquirer.

Furthermore, they asserts that the inquiry method involves the scientific method of identifying problems, formulating hypotheses, collecting relevant data to authenticate the data. Also, drawing conclusions even if tentatively and developing generalizations, in the utilization of the inquiry method. Therefore, the teacher or student may introduce a problem which may be difficult, controversial and investigation-oriented.

1.2   Statement of the Problem

The poor academic performance of student in Chemistry has become a serious problem to teachers, parents and educational stakeholders. The problem of student’s failure in the subject is attributed to number of factors among which include teacher’s method of teaching, student’s attitudes to learning, socio-economic background of parents, and peer influence among others.

Fadella (2010) opined that in determining student’s academic performance, the students themselves, the teachers, the school authorities, parents and the learning environment constitute to the academic performance of the students.

Unfortunately, it has been observed that students have performed poorly in chemistry in recent times. This dismal performance in the subject has arose series of question as to what could be the cause of the problem.

1.3   Purpose of the Study

The general purpose of the study was to investigate effects of discussion and inquiry methods of teaching on the academic performance of chemistry students in senior secondary school.

Specifically, the study is designed to:

1. Investigate the difference in the performance of Chemistry students between those taught with inquiry teaching strategy and those taught with discussion teaching strategy of teaching.
2. Examine the difference in the performance of male and students female students taught Chemistry with inquiry teaching strategy and those taught with discussion teaching strategy.

1.4   Significance of the Study

The finding of the study will be of high significant to Chemistry teachers by enabling them to adopt good and effective teaching strategies that will enhance teaching and learning of the Chemistry in schools.

1.5   Research Questions

1. What is the difference in the performance of Chemistry students between those taught with inquiry teaching strategy and those taught with discussion teaching strategy?
2. What is the difference in the performance of male and female students when taught chemistry with inquiry teaching strategy and when taught with discussion teaching strategy?

1.6   Research Hypotheses

1. There is no significant difference in the performance of Chemistry students between those taught with inquiry teaching strategy and those taught with discussion teaching strategy.
2. There is no significant difference in the performance of male and female students when taught chemistry with inquiry teaching strategy and when taught with discussion teaching strategy.

1.7      Limitation of the Study

1. Time factor: the period for the completion of the study was short and the researcher could not cover all the secondary schools in the study area.
2. Financial constraint: Finance available for the study was not enough to support the research in the process of data acquisition.

1.8   Operational Definition of Terms

Academic Performance: This is the level of achievement of student in a particular subject area in schools.

Discussion strategy: this refers to a method of teaching where the teacher has a didactic talk with the learner during instructional process.

Inquiry: Inquiry teaching strategy engages our natural curiosity and desire to make sense of the world. It encourages the asking of questions and the seeking of answers to those questions through investigation and exploration.

Teaching: teaching as used in the study refers to the process of delivering instruction to the learners in a pristine way which helps to improve the overall performance of students academically.

Conclusion

Based on the findings of the study, it can be concluded that when Chemistry student are taught with inquiry approach. It gives them the opportunity to find answers to questions, problems or riddles raised during the learning processes. However, based on data analysis, it was seen that there is a significant difference in academic performance of students in Chemistry when taught using inquiry teaching strategy and from those taught using discussion method.

Again, the use of better method of teaching Chemistry by teachers in secondary schools as found in this study, will produce better students in WACE and NECO examinations. Who are better equipped with adequate intellectual experience and knowledge for learning subjects in our secondary schools. It will also equip them with the necessary practical skills for self employment. This could undoubtedly reduce the high level of employment and poverty in the country.

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