Effect of Guided Inquiry Teaching Method on Students Academic Performance in Electrical Installation and Maintenance Work in Technical Colleges in Gombe State

Ogumah Bamidele A. O., Haruna Usman Babaji, Sunday A. Alome, Adeniyi Taiye

Abstract


This study investigated the effect of guided inquiry teaching method on students’ academic performance in Electrical Installation and Maintenance Work in Technical Colleges in Gombe State. Two research questions and two null hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. Quasi-experimental design was adopted for the study. The samples for the study were 118 NTC2 students made up of 95 males and 23 females. Purposive sampling technique was used to select two schools from Gombe and Yamaltu Deba Educational zones. The instruments used for data collection were 50 objective questions. Pearson correlation coefficient formula was used to establish the reliability of the instrument which yielded 0.81correlation coefficient. The research questions were answered using mean scores whereas the hypotheses were tested using ANCOVA.  The result showed that guided inquiry significantly impacted on the academic performance of the students. It also showed that the effect of guided inquiry on academic performance was not significant in relation to gender. In view of the findings, it was recommended among others that guided inquiry should be adopted in technical colleges, secondary schools and Vocational schools for instruction in EIMW to improve academic performance of the students. 

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