Twenty-eighth International Conference on Learning

Abstract

The study assessed the effect of guided inquiry-based learning method on students’ achievement and interest in Basic Science. Inquiry is a multifaceted activity that guides students to inquire or generate meaningful questions that lead to the relevant answers. Three research questions and three null hypotheses guided the study. The study adopted Quasi-experimental design specifically, non-equivalent control group design. The study was carried out in Nigerian secondary school. The sample for the study comprised of eighty J.S.S II students drawn using multi stage sampling techniques from two intact classes in two secondary schools. The experimental groups were taught using guided inquiry-based learning method, while the control group was taught using conventional lecture method. The treatments lasted for four weeks. Basic science Achievement Test and Basic Science Interest Inventory Scale were the two instruments used for data collection. Data collected were analyzed using mean, standard deviation and Analysis of Co-variance. The results revealed that guided inquiry-based learning method was superior to conventional instructional method in facilitating students’ achievement and interest in Basic Science. There was no significant difference in the mean scores of male and female students in Basic Science after the treatment. On the test of interaction, it was revealed that mode of teaching method and gender had a significant interaction effect on students’ achievement and interest in Basic Science. Based on the findings of the study some recommendations were made.