Description
Abstract
This project is on Effect of inquiry and guided inquiry on academic performance of students in genetics in selected secondary school – a case study of Nassarawa local government area, Kano state. The specific objectives of the study were: The effects of inquiry and guided inquiry on students’ means performance scores in genetics. The effects of guided inquiry on students’ mean interest scores in genetics in Nassarawa LGA, Kano state. The influence of gender on mean performance scores of students in genetics in Nassarawa LGA, Kano state. The influence of gender on students’ interest scores in genetics in Nassarawa LGA, Kano state. Three research questions were answered. The study discuss the concept of inquiry method of teaching, and the study used the following theories the constructivist learning theory, the experiential learning theory and the brain-based learning theory among other related issues. A total of fifty (50) students were used in the conduct of the study. They were administered prepared researcher–made test before and after treatment. The analysis of the data collected was done using simple percentage. Findings of the study indicated that significant difference exist on the effect of inquiry and guided inquiry method on academic performance of students taught genetics in Nasarawa Local Government Area Kano state. Based on the findings, recommendations were made to the effect that Kano State Ministry of Education should recruit more qualified professional Genetics teachers to meet the present demand in schools. School supervisors and administrators should ensure that teachers use inquiry and guided inquiry method of teaching which is learned centered. A study such as this should be carried out in other local governments and states of the federation so that generalizations could be arrived at, because result from one state is too limited in nature.
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