Research article

Effects of inquiry teaching method on academic achievement and retention in chemistry among diploma students of Kano State Polytechnic

*¹Ali MS, ²Bichi SS and ³Obeka SS

¹Department Science Laboratory Technology Kano State Polytechnic, Nigeria

^2&3Department of Science Education, Ahmadu Bello University Zaria, Nigeria

*Corresponding Author E-Mail: ali.msuleiman@yahoo.com

Accepted 29 July 2014

Abstract

This study investigated effects of inquiry methods of teaching on students’ academic achievement and retention among diploma two chemistry students of Kano State Polytechnic. The study is a pre test, post test post-post test quasi experimental control group design. A total of seventy (70) students formed the sample of the study. The instrument used for the data collection is Chemistry Achievement Test (CAT). The CAT was developed by the researcher and validated by experts in chemistry education and psychology. The reliability coefficient of CAT was found to be r=0.78. Analysis of data using t-test statistic revealed that the experimental group which was taught chemistry using inquiry teaching method performed significantly better than the control group which was taught using the traditional lecture method and that the experimental group retained the learnt concept better then the control group. The study recommends, among others, that chemistry teachers should be encouraged to use inquiry method in the teaching of chemistry. The curriculum planers should de-emphasized the use of lecture method in the teaching of chemistry.

Keywords: inquiry teaching method, academic achievement performance retention