EFFECTS OF GUIDED INQUIRY ON STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN PHYSICS IN SECONDARY SCHOOLS IN EBONYI STATE
| Authors | Contact |
|---|---|
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Mbamalu O. Justina Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
obymbamalu@gmail.com |
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Nwuna G. Ogbodo Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
ginikachi@gmail.com |
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Nwamini E. Ikenna Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
ikennaernest61@gmail.com |
Abstract
This study investigated the effect of the Guided Inquiry Instructional Method (GIIM) on senior secondary school students’ interest and academic achievement in Physics in Ebonyi State, Nigeria, with particular emphasis on gender differences and the interaction effect of teaching method and gender. A quasi-experimental pretest-posttest non-equivalent control group design was adopted. The population comprised all Senior Secondary Two (SSII) Physics students in public secondary schools across the three Education Zones of Ebonyi State. A sample of 150 SSII Physics students was selected through a multistage sampling procedure. Students in the experimental group were taught selected Physics concepts using the Guided Inquiry Instructional Method, while those in the control group were taught using the conventional lecture method for six weeks. Data were collected using the Physics Achievement Test (PAT) and Physics Interest Inventory Scale (PIIS). Reliability coefficients of 0.79 and 0.83 were obtained for PAT and PIIS respectively, indicating satisfactory internal consistency. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings revealed that Guided Inquiry significantly improved students’ interest and academic achievement in Physics compared with the conventional lecture method. Gender significantly influenced some outcomes within the guided inquiry group, while no significant interaction effect existed between teaching method and gender. The study concluded that Guided Inquiry is an effective learner-centered instructional strategy for improving students’ affective and cognitive outcomes in Physics. It was recommended that Physics teachers adopt guided inquiry approaches to enhance students’ engagement and achievement in Physics classrooms.
Keywords
Guided Inquiry, Physics Achievement, Physics Interest, Gender, Physics Education
