Guided Inquiry Strategy and Students Academic Performance in Biology
A RESEARCH PROJECT
SUBMITTED TO
SCHOOL OF SCIENCE
COLLEGE OF EDUCATION
(AFFILIATED TO THE UNIVERSITY OF UYO)
TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
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 Questions
1.6 Research Hypotheses
1.7 Delimitation of the Study
1.8 Limitation of the Study
1.9 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 Validity of the Instrument
3.7 Administration of the Instrument
3.8 Method of Data Analysis
CHAPTER FOUR – RESULTS AND DISCUSSION OF FINDINGS
4.1 Data Presentation
4.2 Discussion of Findings
CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Biology is a branch of natural science that deals with the study of living organisms, including their structure, functioning, evolution, distribution and inter-relationships (The American Heritage Dictionary of the English Language, 2019). Biology occupies a unique position in the secondary school education curriculum because of its importance as science of life. In Nigeria the secondary school Biology curriculum is designed to continue students’ investigation into natural phenomena to deepen students’ understanding and interest in Biological science and also to encourage students’ ability to apply scientific knowledge to every day life in matters of personal, community, health and agriculture among others (Federal Ministry of Education, 2009).
Students should actually be given opportunity to discover, invent and get caught up in the rapid expansion in science. This is because biology has made great impact in the development of nations and its importance warrants the need to expose Biology students to innovative strategy like guided inquiry instructional strategy in secondary schools.
In guided inquiry instructional strategy, the teacher provides the problem for investigation as well as the necessary materials. The teacher poses guided questions for students to answer by investigating with materials (Gbamanja, 2009). Guided inquiry allows students to learn and experience Biology first hand by taking on the role of scientists. The students use the process to develop explanation from their observation by integrating what they already know with what the have learned. They learn discrete Biology concepts and skills and how to solve problems using practical approaches.
Using guided inquiry in Biology classes empowers students to play an active role in their learning rather than the passive role. The role of the teacher is that of facilitator of learning, leading discussion, asking open ended questions guiding process and task and enabling active participation of learners and engagement with ideas.
The manner in which a lesson is presented to students can significantly influence their interest and knowledge. Biology has been one of the science subject mostly preferred by many students in secondary schools because it has less mathematical calculation unlike Physics and Chemistry and deals with non-abstract things. Because of these reasons, Biology has a very high enrolment of students in the external examination (Senior School Certificate Examination) than Physics and Chemistry. Regardless of the high number of students enrolment in Biology in the senior school certificate examination conducted by West African Examination Council (WAEC) and National Examination Council (NECO).
Reports from scholar and educator (Nwabo 2009, Biology Chief Examiners Report, 2007, Ige 2009 and Opara, 2011) indicated that student’s performance in Biology in the external examinations is poor. The poor performance of students in Biology in external examination has linked to several factors among which are instructional strategy used by teachers (Siugo-Abanihe, Longjohn and Ibiene, 2010). It is on this premise, the researcher seek to investigate the effect of guided enquiry instructional strategy and academic performance of Biology students in secondary schools in Abak Local Government Area.
1.2 Statement of the Problem
The growing number of failures in Biology in external examination among our secondary school students has become a cause of concern. (WAEC Report, 2008). Despite the importance of Biology to nation researchers indicated that student’s performance in Biology is still poor (Derek, 2007). Donald (2000) observed that students wishing to read medicine can not do so because they cannot pass Biology at credit level. This student persistent poor performance in Biology has been attributed to inadequate teaching and instructional strategy adopted by teachers and sometimes influence of gender (Derek, 2007).
In view of these, researchers in science education are continually soughing for better ways to teach Biology so as to enhance students’ performance, promote their interest and bridge the gender gap in male and female. It is based on this that the researcher was motivated to investigate the effect of guided inquiry instructional strategy and academic performance of students in biology in Abak Local Government Area.
1.3 Purpose of the Study
The main purpose of the study was to investigate the influence of guided inquiry and academic performance of biology students in Abak Local Government Area.
Specifically, the study sought to:
- Compare the mean scores of students taught with guided inquiry strategy and those taught with lecture method in public secondary schools in Abak Local Government Area.
- Compare the mean scores of male and female students taught with guided inquiry strategy in public secondary school in Abak Local Government Area.
- Compare means scores of public and private schools students taught using guided inquiry method in Abak Local Government Area.
1.4 Significance of the Study
The findings of this study would be of immense benefit in the following ways:
- The Biology teachers would utilize the findings of this study in their Biology classes helping students’ understanding of Biology concepts through guided inquiry instructional strategy. Students will be encouraged and motivated by this approach.
- Active involvement of students through the adoption of guided inquiry instructional strategy will helps to develop self-confidence and positive attitude to Biology through this research.
- The study will be also providing information for education planners and curriculum designers in the Federal Ministry of Education. This will support the use of guided inquiry strategy teaching method in secondary schools by carrying out effective quality assurance for teachers in order to improve teaching learning situation currently existing in secondary schools.
1.5 Research Questions
The following questions shall guide the study:
- What difference exists in the mean scores of students taught with guided enquiry and those taught with lecture method?
- What difference exists in the mean scores of male and female students taught with guided inquiry strategy?
- What difference exists in the mean scores of public and private school students taught with guided inquiry strategy?
1.6 Research Hypotheses
The following research hypotheses were formulated to guide the study:
- There is no significant difference between the mean scores of students taught with guided inquiry and those taught with lecture method in Abak Local Government Area.
- There is no significant difference between the mean scores of students taught with guided inquiry strategy based on gender in Abak Local Government Area.
- There is no significant difference between the mean score of students taught with guided inquiry strategy based on school type in Abak Local Government Area.
1.7 Delimitation of the Study
This study will be delimited to senior secondary schools in Abak Local Government Area. The study involves senior secondary two (SS2) Biology students. It is also delimited to the consideration of the influence of guided inquiry instructional strategy on students’ performance in Biology in Abak Local Government Area.
1.8 Limitation of the Study
The study was limited to selected secondary schools in Abak Local Government Area. Insufficient fund also tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection. The researchers simultaneously engage in this study with other academic work. This consequently cut down on the time devoted for the research work.
I am Prince Stephen. The admin of nairaschool.com.ng. I’m a passionate writer, editor and an experienced educational blogger who writes articles on education, educational research and school news. I based in Afaha Nsit, Akwa Ibom State, Nigeria.
