Free Inquiry and Discussion Teaching Methods on Students Academic Performance in Biology in Rivers State.
Abstract
This study investigated the impact of free inquiry and discussion teaching methods on students’ academic performance in Biology within Obio/Akpor Local Government Area of Rivers State. Grounded in the Constructivist Learning Theory and the Socratic Theory of Dialogue, the study adopted a quasi-experimental, pre-test post-test non-equivalent control group design. A purposive sampling technique was used to select 120 Senior Secondary School II students from two intact classes. The instrument used for data collection was the Biology Performance Test (BPT), which was both validated and tested for reliability. Data analysis was carried out using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The results revealed that students exposed to the free inquiry and discussion methods significantly outperformed those taught using discussion methods. Furthermore, the study found no significant gender difference in the academic performance of students taught with the free inquiry methods, indicating their effectiveness for both male and female learners. Most notably, the findings highlighted that these methods enhanced students’ ability to apply biological concepts to real-life situations, an essential skill in science education. The study concludes that adopting student-centered teaching strategies such as the free inquiry method not only boosts academic Performance but also fosters critical thinking and practical problem-solving abilities. It recommends the integration of these methods into Biology instruction across senior secondary schools to bridge the gap between theory and practice, and to promote gender-inclusive, and active learning environments.
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Published in INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH
ISSN: 8343-6971
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