THE EFFECT OF INQUIRY-BASED TEACHING STRATEGIES ON CHEMISTRY LEARNING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN UTURU L.G.A, ABIA STATE
Abstract
This study investigated the effect of inquiry-based teaching strategies on Chemistry learning among Senior Secondary School students in Uturu L.G.A, Abia State. The study adopted a quasi-experimental research design. The population comprised all SS2 Chemistry students in public secondary schools within the study area. A sample of 120 students was purposively selected from two schools. The instrument for data collection was the Chemistry Achievement Test (CAT). Data were analyzed using mean and standard deviation to answer the research questions, while the null hypotheses were tested using the t-test at a 0.05 level of significance. Findings revealed that students taught using inquiry-based strategies achieved significantly higher mean scores than those taught using the conventional lecture method. Furthermore, there was no significant difference in performance based on gender when inquiry-based methods were applied. The study concluded that inquiry-based learning enhances student performance and recommended that Chemistry teachers should be trained on the effective use of this strategy in the classroom.
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