EFFECTS OF TWO TEACHING METHOD (GUIDED AND UNGUIDED) ON THE ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENT IN SENIOR SECONDARY SCHOOL IN MINNA METROPOLIS

Abstract

The menace or issue of poor achievement in Biology in external examination has been a matter of concern to the nation and the society as well, Regardless of the problem and as part of the contribution to arrest the situation this study was designed to determine the effect of inquiry method of teaching (Guided and Unguided inquiry method of teaching) on the student achievement in Biology. In order to carry out the study, three research question and three null hypothesis was formulated. The literature of the study was reviewed under three main categories namely: Conceptual framework, Theoritical framework and Emperical studies. Design for the study is a quasi-experimental pre-test and post-test design. The study for the work was carried out in two purposely selected co-education secondary school in Minna Metropolis, Niger State. Data for the study was collected through a researcher developed instrument: Biology Achievement Test (BAT). Sample for the study consisted of eighty (80) senior secondary one (SS1) students from two randomly selected intact classes in the sampled school. The two intact classes of forty (40) students each was assigned to experimental group I&II respectively. The experimental group I&II was exposed to guided and unguided inquiry method of teaching respectively. Data for the study was analyzed using mean, standard deviation and t-test. The null hypothesis was tested at 0.05 level of probability. Findings of the study revealed that guided inquiry enhanced students achievement in Biology more than unguided inquiry. Also findings of the study revealed that there was no significant difference in the achievement of male and female students in Biology. Recommendation and suggestions for further study was made based on the findings of the study.