Effect of demonstrative and guided-inquiry approaches on students’ performance in qualitative analysis in chemistry
Onuegbu, Edith Chijindu
The study seeks to examine the effectiveness of demonstrative and guided-inquiry approaches on students’ performance in qualitative analysis in chemistry among senior secondary school 2 (SSS2) students in Emohua Local Government Area of Rivers Stae. A quasi-experimental design which used purposive random sampling technique. A total of 92 students constituted the study sample and a population of 208 students. Three research questions and three research hypotheses were generated to guide the study. The instrument for data collection was a Qualitative Achievement Test (QAT) made up of 50 items. The instrument was validated by experts in Chemistry and Science educators. Reliability coefficient of 0.81 was obtained using test-retest method. The experimental group was thought using guided-inquiry approach while the control group was taught using demonstrative method with a validated lesson notes prepared by the researcher. The hypotheses were tested using t-test at p<0.05. The result shows that students taught qualitative analysis using guided inquiry approach performed better than the demonstrative approach as well as a significant difference between the male students and the female students. The study recommended based on the findings that chemistry teachers should embrace guided-inquiry method when teaching qualitative analysis.
Onuegbu, Edith Chijindu. Effect of demonstrative and guided-inquiry approaches on students’ performance in qualitative analysis in chemistry. International Journal of Multidisciplinary Research and Development, Volume 5, Issue 9, 2018, Pages 96-99