GUIDED INQUIRY METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY

GUIDED INQUIRY METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY
GUIDED INQUIRY METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY

GUIDED INQUIRY METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY

DISCOUNT Sales!!! Get complete material at 45 percent Discount TODAY - Pay 1350 instead of ₦3000. Call/WhatsApp 07068634102

 

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION                                       

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

 

1.5    Research Hypotheses

1.6    Limitation of the Study

1.7    Delimitation of the Study

1.8    Definition of Terms

 

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODOLOGY

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and sampling Technique

3.5    Instrument for data collection

 

3.6    Validation of the Instrument

3.7    Administration of the Instrument

3.8    Reliability of the Instrument

3.9    Scoring of the Instrument

3.10  Method of Data Analysis

 

CHAPTER FOUR:         RESULTS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

 

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The challenge of teaching is to create experiences that involve the students and support his own thinking, explanation, evaluation, communication and application of scientific models needed to make sense of those experiences.

Construction is a theory that suggests that learners construct knowledge out of their experiences which is associated with pedagogical approaches that promotes learning by doing or active learning (Afolabi and Akinbola, 2019). In Nigeria, a lot of resources have been invested in teaching science mostly in the area of Biology.

Yet, the performance of students in the science has continued to be discouraging (Tamunoitekena, 2013). The situation can be described as nostalgic and hopeless and perhaps, should be appropriate to the society. Onagorowa (2016) renounced the awful performance of secondary school students in examination and lamented.

 

GUIDED INQUIRY METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY

Kneller (2013) cited in Vikoo (2023), defined inquiry as “the controlled or directed transformation of an indeterminate situation into one that is so determinate.

Guided inquiry method is where the teacher structures the task to be performed and supplies the procedures to be followed in solving the observed problem”. Here, the teacher acts as a guide, a leader, a resource person, an internal sensor and a motivator to further inquiries. Therefore, this is in line with Nwagbo (2016) who explain that the guided inquiry mode is an example of constructivist learning as an approach to inquiry. On the other hand, the teacher provides illustrative materials for students to study on their own.

 

Furthermore, research by Caprico (2016) indicates that better examination grades were obtained by students taught using discovery learning strategy by teachers. Supporting this finding, Saigo (2017) concluded that the “guided inquiry teaching and learning strategies or mode has been to greatly influence students academic achievement”.

Kurt and Somchai (2014) in their own construction research study teaching also found out that students used for their own study participated more in the classroom activities and gained in content knowledge when a constructivist approach was used. Guided inquiry method and students academic performance in Biology in secondary schools.

Brad (2019), in his study found that students in the guided inquiry group showed higher degree from generic to specific concepts so that learners can from cognitive structures and encode new information. Moreover, the expository approach is a teacher-centered. Thus, student’s peripheral teaching approach in which the teacher delivers a pre-planned lesson to the students with or without the use of instructional materials.

 

Gbamanjo (2018) observed that in using this approach, the teacher talks about science while the students read about science. Thus, this allows some interaction between the teacher and the students in terms of asking and being asked questions on the topic of discussion. Obviously, the traditional teacher being an information giver presenting a textbook guided classroom failed to bring about the desired outcome of producing thinking students (Young and Cotlin, 2013).

A much heralded alternative is to change the focus of the classroom from teacher dominated to students centered or activity based learning of academic achievement than students in the traditional (lecture) instruction group in all conditions. In summary, guided inquiry method creates good scientific or research deposition in learners, make learning concrete and long lasting since the learners are actively involved in the search for solutions to a problem and it is not teacher centered but students centered approach. Therefore, this interest the researcher to examine guided inquiry method and students academic performance in Biology.

 

1.2    Statement of the Problem 

There has been a record of poor academic performance in Biology both in West African Senior School Certificate Examination (WASSCE) and National Examination Council (NECO).

Also, there is persistent poor record of student’s performance in class tests and examinations in Biology in post primary schools for the years. Guided inquiry method and students academic performance in Biology in secondary schools.

Consequently, this made various researchers to attribute the causes of these to home background. However, some think that it is the socio-economic status of the parents that mostly influence the students’ academic performance in Biology. Therefore, this interest the researcher to examine guided inquiry method and students academic performance in Biology.

 

1.3    Purpose of the Study

The main purpose of the study was to examine guided inquiry method and students academic performance in Biology. Specifically, the objectives of the study are to:

  1. Determine the performance of students taught Biology using guided inquiry method and those taught using lecture method of teaching.
  2. Find out if there is any difference in the academic performance of male and female students taught Biology with guided inquiry teaching strategy.

 

1.4 Significance of the Study

This study will be immense benefit to the teachers, students, educational administrators and the society. To the:

  1. Teacher: It will help them adopt a teaching method that will bring about a good and positive feedback from the students.
  2. Students: It will improve their academic performance in Biology. Guided inquiry method and students academic performance in Biology in secondary schools.
  3. Educational Administrators: It will help them adopt an administrative process that will bring about positive outcomes.
  4. Society: It will shape the educational system.

 

1.5 Research Hypotheses

Two null hypotheses were formulated for the study:  

  1. There is no significant difference between academic performance of students taught Biology by guided inquiry method and those taught by lecture method of teaching.
  2. There is no significant difference between academic performance of male and female students taught Biology with guided inquiry teaching strategy.

 

Definition of Terms

Guided Inquiry:  This is a method of teaching whereby the teacher structured the tasks to be performed and supplied the procedures to be followed to solve the observed problem.

Academic Performance: In brief, this is the result obtained from cognitive, affective and psychomotor skills of domain.

 

Conclusion

The study on the influence of guided inquiry approach on the academic performance of secondary school students in Biology was carefully research. It is shown from this study that the students taught by guided inquiry method performed better and have high grades than those taught without guided inquiry approach.

Also, the male students performed better than the female students when taught Biology by guided inquiry method. Most students performed poorly due to the teaching method used by teacher. Therefore, both the teacher and the students should facilitate learning.

 

DISCLAIMER: THIS WEBSITE CONTAINS A PROJECT GUIDE aimed to guide project students in writing their original project. Therefore, all information, including but not limited to, text, graphics, images and other material contained on this website are for educational and informational purposes for students, researchers and readers only. To get more useful contents on educational project or instant download of complete project material on any topic or project writing services. Reach out to us with +2347068634102

About Ikemesit 130 Articles
Ikemesit Akpan is my name. I am a Nigerian author. I work with projectboss.com.ng. I'm a researcher and a writer of academic research. ikemesitetukapan20233@gmail.com