EFFECT OF INQUIRY TEACHING METHOD ON STUDENTS ACHIEVEMENT IN BASIC SCIENCE IN UPPER BASIC AND SCHOOLS

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EFFECT OF INQUIRY TEACHING METHOD ON STUDENTS ACHIEVEMENT IN BASIC SCIENCE IN UPPER BASIC AND SCHOOLS

Abstract:

The inquiry teaching method, characterized by student-centered learning and active engagement, has been posited as an effective approach to enhance educational outcomes. This study investigates the effect of the inquiry teaching method on students’ achievement in Basic Science at the upper basic school level. Utilizing a quasi-experimental design, this research involved two groups of students from selected upper basic schools: one group was taught using the inquiry method while the control group received traditional lecture-based instruction.

Data were collected over an academic term through pre- and post-tests designed to measure students’ understanding and retention of key Basic Science concepts. Additional data were gathered through student surveys and teacher interviews to capture qualitative insights into the learning experiences and instructional dynamics.

The findings indicate a statistically significant improvement in the academic performance of students exposed to the inquiry teaching method compared to their counterparts in the control group. The inquiry-based approach not only enhanced conceptual understanding and critical thinking skills but also fostered greater student engagement and motivation.

This study underscores the potential of the inquiry teaching method to improve science education outcomes and recommends its broader implementation in upper basic schools. Further research is suggested to explore the long-term impacts of inquiry-based learning and its effectiveness across different student demographics and educational settings.

Chapter One:

Introduction

1.1 Background of the Study

Education is a fundamental component of societal development, serving as the cornerstone for scientific, technological, and economic advancement. The teaching of Basic Science at the upper basic school level is particularly crucial, as it lays the foundation for future scientific learning and promotes critical thinking and problem-solving skills. Traditional teaching methods, predominantly lecture-based, have been the mainstay in classrooms but have often been criticized for their inability to actively engage students and foster deep understanding. In response to these challenges, the inquiry teaching method has emerged as a promising alternative, emphasizing student-centered learning, active participation, and investigative approaches.

The inquiry teaching method encourages students to explore scientific concepts through questioning, experimentation, and reflection, thereby promoting a deeper understanding of the material. This method aligns with contemporary educational theories that advocate for constructivist approaches, where learners build knowledge through hands-on experiences and collaborative learning. Given its potential benefits, this study aims to investigate the effect of the inquiry teaching method on students’ achievement in Basic Science at the upper basic school level.

The quality of education, particularly in the field of science, is a crucial determinant of a nation’s ability to innovate and advance technologically. In upper basic schools, Basic Science serves as the foundation upon which further scientific knowledge is built. Effective teaching methods are essential to ensure that students not only understand but also retain and apply scientific concepts. Traditional teaching methods, which often rely on rote memorization and passive learning, have been criticized for their inability to engage students and promote deep understanding. As a result, there is an increasing interest in alternative instructional strategies that can enhance students’ learning experiences and outcomes.

The inquiry teaching method has emerged as a promising approach in this context. Rooted in constructivist learning theory, the inquiry method encourages students to take an active role in their learning by asking questions, conducting investigations, and developing solutions based on evidence. This student-centered approach fosters critical thinking, problem-solving skills, and a deeper understanding of scientific concepts. It contrasts sharply with traditional lecture-based methods, where the teacher is the primary source of knowledge and students are passive recipients.

Despite the theoretical advantages of the inquiry teaching method, its practical effectiveness in improving students’ achievement in Basic Science at the upper basic school level remains under-explored. This study aims to fill this gap by examining the impact of the inquiry teaching method on students’ academic performance in Basic Science. By comparing the outcomes of students taught using the inquiry method with those taught using traditional methods, this research seeks to provide empirical evidence on the benefits and challenges of implementing inquiry-based learning in the classroom.

The significance of this study lies in its potential to inform educational practices and policies. If the inquiry teaching method is found to be effective, it could lead to a paradigm shift in how Basic Science is taught, ultimately improving students’ engagement, understanding, and achievement. Moreover, this research will contribute to the broader discourse on innovative teaching methods and their role in enhancing educational outcomes.

In summary, this study addresses a critical issue in science education: how to improve students’ achievement in Basic Science through effective teaching methods. By investigating the impact of the inquiry teaching method, this research aims to provide valuable insights for educators, policymakers, and researchers, with the ultimate goal of enhancing the quality of science education in upper basic schools.

1.2 Statement of the Problem

Despite the recognized importance of science education, many students continue to perform poorly in Basic Science, particularly in upper basic schools. Traditional teaching methods, characterized by rote memorization and passive learning, have been identified as significant contributors to this issue. There is a pressing need to explore alternative instructional strategies that can enhance students’ understanding and achievement in Basic Science. The inquiry teaching method, with its focus on active learning and critical thinking, offers a viable solution. However, there is limited empirical evidence on its effectiveness in the context of upper basic schools. This study seeks to fill this gap by examining the impact of the inquiry teaching method on students’ academic performance in Basic Science.

1.3 Purpose of the Study

The primary purpose of this study is to investigate the effect of the inquiry teaching method on students’ achievement in Basic Science at the upper basic school level. Specifically, the study aims to:

Compare the academic performance of students taught using the inquiry teaching method with those taught using traditional lecture-based methods.

Assess the impact of the inquiry teaching method on students’ conceptual understanding and retention of Basic Science concepts.

Explore students’ attitudes and perceptions towards the inquiry teaching method.

1.4 Research Questions

This study will be guided by the following research questions:

How does the academic performance of students taught using the inquiry teaching method compare to those taught using traditional lecture-based methods?

What is the impact of the inquiry teaching method on students’ understanding and retention of Basic Science concepts?

What are students’ attitudes and perceptions towards the inquiry teaching method?

1.5 Hypotheses

The following hypotheses will be tested in this study:

There is no significant difference in the academic performance of students taught using the inquiry teaching method and those taught using traditional lecture-based methods.

The inquiry teaching method does not significantly impact students’ understanding and retention of Basic Science concepts.

Students do not have significantly different attitudes and perceptions towards the inquiry teaching method compared to traditional teaching methods.

1.6 Significance of the Study

This study is significant for several reasons:

Educational Practice: The findings will provide valuable insights for educators and policymakers on the effectiveness of the inquiry teaching method in improving students’ achievement in Basic Science.

Curriculum Development: The study will inform the design and implementation of science curricula that incorporate inquiry-based learning strategies.

Student Engagement: By highlighting the benefits of the inquiry teaching method, the study aims to promote more engaging and interactive science teaching practices, ultimately enhancing students’ interest and motivation in learning science.

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Research Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Conceptual and Operational Definition

1.8 Assumptions

1.9 Limitations of the Study