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IMPACT OF DISCUSSION AND INQUIRY TEACHING STRATEGIES ON SECONDARY SCHOOL STUDENTS IN CHEMISTRY

IMPACT OF DISCUSSION AND INQUIRY TEACHING STRATEGIES ON SECONDARY SCHOOL STUDENTS IN CHEMISTRY

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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.

The role of Chemistry in technological and national development has been acknowledged the world-over (Udofia & Udo, 2023). The teaching of Chemistry helps the students to comprehend the world around them and also better prepare them to improve on it.

 

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 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 (2023) pointed out that teaching methods comprises the principles and method used for instruction.

 

IMPACT OF DISCUSSION AND INQUIRY TEACHING STRATEGIES ON SECONDARY SCHOOL STUDENTS IN CHEMISTRY

Teaching strategies identify the different available learning methods to enable them develop the right strategies to deal with the target group. Therefore, instructional strategy is the way an instructor chooses to convey information and facilitate learning. This as Unwaneiye (2014) explained, implies that instructional strategy comprises the principles and method used for instruction.

Bridges (2013) noted that discussion method of teaching promotes academic performance of students in Chemistry, 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.

 

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, synthesizing, discovering, evaluating, questioning and thinking. Therefore, this study attempt to find out the impact of discussion and inquiry teaching strategies on secondary school students in chemistry.

 

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.

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. Consequently, the research study is carried out to investigate the impact of discussion and inquiry teaching strategies on secondary school students in chemistry in order to ascertain whether the strategies of teaching used in teaching can contribute to student’s poor performance in the Chemistry.

 

1.3   Purpose of the Study

The general purpose of the study was to investigate impact of discussion and inquiry teaching strategies on secondary school students in chemistry.

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.

The finding of the study and its recommendations will also help the government to see the need of sensitizing the chemistry teacher on the good and effective teaching strategies to be used in teaching Chemistry in the classroom.

It will also help school administrators, stakeholder and the appropriate authority to see the need of organizing seminars workshop, and in-service training for the teachers to be acquainted with relevant changes and ideas during teaching delivery.

 

1.5   Research Questions

The following research questions were raised to guide the study:

  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

The following null hypotheses were formulated to guide the study:

  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. 

 

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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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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