EFFECT OF GUIDED INQUIRY INSTRUCTIONAL METHOD ON SECONDARY SCHOOL STUDENTS’ RETENTION IN BIOLOGY IN PLATEAU STATE, NIGERIA

Ezema Mabel A., Adejoh M. J., Iji C. O., Ochu A. N. O.

Abstract


The study was aimed at finding out the Effect of Guided Inquiry Instructional Method on Secondary School Students’ Retention in Biology.  It was conducted in Pankshin and Barkin Ladi local government areas of Plateau State. The study adopted a quasi-experimental design with one research instrument, the Biology Retention Test (BRT). The BRT was a reshuffled Biology Achievement test with 50 objective questions. The reliability of BAT was 0.74 computed using Spearman rank order correlation. The sample for the study was 358 Seniors secondary two (SS II) students in six randomly selected schools in the study area. The sample was divided into experimental and control group. The experimental group was taught Biology using Guided Inquiry while the control was taught the same biology concepts with conventional method. Data were collected using BRT. The two research questions were answer using mean and standard deviations while the hypotheses were tested at 0.05 level of significance using ANCOVA. The findings showed that students taught Biology using Guided Inquiry retained more than those taught using conventional method. The study recommended among other things that Federal Ministry of education in conjunction with curriculum planners should integrate the Guided Inquiry instructional method into the curriculum as a teaching method to be used in teaching Biology concepts.


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