Effectiveness of Guided-Inquiry Laboratory Experiments on Senior Secondary Schools Students Academic Achievement in Volumetric Analysis

Jack Gladys Uzezi^1, and Suleiman Zainab¹

¹Department of Science Education, Taraba State University, P.M.B 1167, Jalingo, Nigeria

Cite this paper:
Jack Gladys Uzezi and Suleiman Zainab. Effectiveness of Guided-Inquiry Laboratory Experiments on Senior Secondary Schools Students Academic Achievement in Volumetric Analysis. American Journal of Educational Research. 2017; 5(7):717-724. doi: 10.12691/education-5-7-4

Abstract

The persistent poor performance of students in practical tests in chemistry has been blamed on poor choice of teaching methods and poor understanding of basic concepts in qualitative and quantitative analysis. The purpose of this study therefore was to investigate the effects of guided-inquiry laboratory experiments on Senior Secondary School students’ academic achievement in Volumetric Analysis. The design for the study was a pre-test post-test control group quasi-experimental design. The instrument used for data collection was Volumetric Analysis Achievement Test. The statistical tools used for data analysis in the study were means, t-test and Analysis of Covariance. The findings from the study showed that guided-inquiry laboratory experiments have significant effect on students offering chemistry’ academic achievement than the traditional teaching method since it motivated the students and this was positively reflected in their chemistry mean achievement scores. The findings also revealed that gender has no significant effect on academic achievement of students exposed to Chemistry through guided-inquiry laboratory experiments. This showed that males and females benefited significantly from the instructional approaches; since it was student-activity oriented which made them engaged in in-depth critical thinking and process skills. The findings of this study imply that guided-inquiry laboratory experiments had much more effect on students’ academic achievement than the traditional teaching method. Chemistry teachers should therefore incorporate it into the teaching-learning process since it developed students scientific and practical skills, motivated the students and fostered the spirit of competitiveness among them; and its effectiveness is not being limited by gender.

Keywords:
guided-inquiry laboratory experiments academic achievement gender volumetric analysis

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Agbir, J. D. (2004). Development and validation of an instrument for evaluating chemistry practical skills for senior secondary schools. Unpublished M.Ed thesis, University of Nigeria, Nsukka.
[2]	Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry‐based approach known as the science writing heuristic to traditional science teaching practices: Are there differences?. International Journal of Science Education, 29(14), 1745-1765. http://www.tandfonline.com/doi/abs/10.1080/09500690601075629
[3]	Aniodoh, H.C.O & Egbo, J.J. (2013). Effect of Gender on Students’ Achievement in Chemistry Using Inquiry Role Instructional Model, Journal of Educational and Social Research MCSER Publishing, Rome-Italy, 3(6): 17-21.
[4]	Blanchard, M., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability? : A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4): 577-616.
[5]	Chang, K. E., Sung, Y. T., & Lee, C. L. (2003).Web-based Collaborative Inquiry Learning. Journal of Computer Assisted Learning,19, 56-69.
[6]	Dermircioglu, G. (2003). Preparation and implementation of guide materials concerning the unit Aids and Bases at Lycee II Level, PhD Thesis. Karadeniz Technical University. Trabzon, Turkey.
[7]	Ensaf, G.S.E. (2013). The effect of Laboratory experiments on the upper Basic stage students Achievement in Physics. Journal of Education and Practice 4 (8) 62-71. Honorarium.
[8]	Evrim U. (2016). The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement. Journal of Education and Training Studies, 4 (4): 217-218.
[9]	Eze, C.C. (2008). Comparative effects of two questioning techniques on students’ achievement, retention and interest in chemistry. M.Ed. project report. Department of Science Education, University of Nigeria, Nsukka.
[10]	Ezeh, D.N. (2013). Science without women: a paradox. 75th Inaugural Lecture of the University of Nigeria, Nsukka delivered on 30th May, 2013. Nsukka: University of Nigeria Senate Ceremonials Committee.
[11]	Federal Republic of Nigeria (2013). National Policy on Education (4th edition). Lagos: NERDC Press.
[12]	Gaddis, B. A., & Schoffstall, A. M. (2007). Incorporating guided inquiry learning into the organic chemistry laboratory. Journal of Chemical Education, 84(5), 848-851.
[13]	Hart, C., Mulhall, P., Berry, A., Loughran, J. & Gunstone, R. (2000). What is the purpose of this Experiment? Or can students learn something from doing experiments? Journal of Research Science Teaching 37(7): 655-675.
[14]	Hendrickson, T. L. (2015). Integrating responsible conduct of research education into undergraduate biochemistry and molecular biology laboratory curricula. Biochemistry and Molecular Biology Education, 43(2): 68-75.
[15]	Hofstein, A. & Lunetta, V.N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Education Research, 52 (2): 201-217.
[16]	Hofstein, A., & Lunetta. V. N., (2003). The Laboratory in Science Education: Foundations for the Twenty-First Century, Science Education, 88 (1): 28-54.
[17]	Hofstein, A., Levi-Nahum, T. & Shore, R. (2009). Assessment of the learning environment of inquiry-type laboratories in high school chemistry, Learning Environment Research, 4, 193-207.
[18]	Hofstein, A., Shore, R., & Kipnis, M. (2004). Research report: Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26(1), 47-62.
[19]	Ifeakor, A.C (2005). Effects of commercially produced computer assisted instruction package on students’ achievement and interest in secondary school chemistry. Unpublished Ph.D Thesis. University of Nigeria, Nsukka.
[20]	Irinoye, J., Bamidele, E. F., Adetunji, A. A., & Awodele, B. A. (2014). Relative Effectiveness of Guided and Demonstration Methods on Students' Performance in Practical Chemistry in Secondary Schools in Osun State, Nigeria. Advances in Social Sciences Research Journal, 2(2), 21-30.
[21]	Jack, G.U. (2005). A comparative study of teachers’ and students’ perceptions of difficulty levels of topics in secondary school chemistry. An unpublished M.Ed. thesis: Delta State University, Abraka.
[22]	Jack, G. U. (2013): Analysis of Senior Secondary School Students’ experienced difficulty in science process skills acquisition in chemistry. Unpublished PhD Thesis, DELSU, Abraka.
[23]	Kanno, T. N. (2008). Gender neutral nature of modern careers. Paper presented at a workshop organised by Federal Ministry of Education for women and girls, at Owerri from 26th -28th August, 2008.
[24]	Leman, T. & Burcin, A.S. (2010). Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia Social Behavioural Science. 2 (2010): 2631-2636.
[25]	Odutuyi, M.O. (2015). Effects of laboratory learning environment on students’ learning outcomes in secondary school chemistry. International Journal of Arts and Science, 8 (2): 507-525.
[26]	Okorie, E.U. & Ezeh, D.N. (2016). Influence of Gender and Location on Students’ Achievement in Chemical Bonding. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy 7 (3): 309-317.
[27]	Omiko, A. (2007). Job orientation and Placement: The role of Science Education in a Developing Economy. Abakaliki: Larry and Caleb Publishing House.
[28]	Owoyemi, T. E. (2007). Mathematics and chemistry senior school certificate results, gender and attitude as predictors of achievement in a physical chemistry course. African Journal of Educational Research, 11 (1&2), 27-34.
[29]	Oyedokun, M.R. (2002). Identification of difficult topics in the senior secondary school certificate Biology syllabus as perceived by students. The Nigerian Teachers Today, 10(1&2): 109-118.
[30]	Ozmen, H., Demircioglu, G. & Coll, R. (2009). A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish High School Students’ Understanding of Acid-Base Chemistry. International Journal of Science, Mathematics and Education, 7(1): 1-24.
[31]	Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., &Hofstein, A. (2008). Evidence for teachers’ change while participating in a continuous professional development program and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30 (5): 593-617.
[32]	Tatli, Z. & Ayas, A. (2011). Effect of a visual Chemistry laboratory on students’ academic achievement. Education, Technology and Society, 16 (1): 159-170.
[33]	Tessier, J.T., & Penniman, C. A. (2006). An inquiry-based laboratory design for microbial ecology. Bioscene, 32(4): 6-11.
[34]	Thompson, J. & Soyibo, K. (2006). Effect of lecture, teacher demonstrations, discussion and practical work on 10th grader’s attitude to chemistry and understanding of electrolysis, Research Science and Technology Education, 20: 25-37.
[35]	WAEC. (2013). Chief examiner’s report. Lagos: WAEC Press Ltd
[36]	WAEC. (2014). Chief examiner’s report. Lagos: WAEC Press Ltd.
[37]	WAEC. (2015). Chief examiner’s report. Lagos: WAEC Press Ltd.