Abstract: The effects Investigate-Discuss (ID), Predict-Discuss-Investigate-Discuss (PDID) and Teacher Demonstration (TD) on conceptual and computational knowledge of 359 (214 male and 145 female) senior secondary school two (SS2) chemistry students were investigated. The influence of students’ mathematical ability and gender were examined on students’ conceptual and computational knowledge. A quasi experimental research design of pre-test post-test control group was employed. The subjects were randomly sampled from nine secondary schools in two Education Districts in Lagos State, Nigeria and were assigned to experimental and control groups. The students were engaged in eight weeks of practical activities on contents of electrolysis, chemical kinetics, chemical equilibrium and redox reactions using operational guides of ID, PDID and TD as applicable to each school. Three validated and reliable research instruments were used; Mathematical Ability Test (MAT), Conceptual Knowledge Test (CKT) and Computational Ability Test. The MAT was used to classify the students into low, medium and high mathematical ability levels while CKT and CAT assessed students’ conceptual and computational knowledge, respectively. The instruments were pre and post administered to the students two days after the treatment. The findings showed main significant effect of treatment on ID for conceptual knowledge and PDID for computational knowledge. There were significant main effects of students’ mathematical ability, gender and interaction effect of treatment and mathematical ability on computational knowledge. The use of ID and PDID modes of inquiry-based learning are recommended for chemistry learning in secondary schools to promote conceptual and computational knowledge.
Keywords: Inquiry-based Learning, Gender, Mathematical Ability, Conceptual knowledge, Computational knowledge.
Title: EFFECTS OF INQUIRY-BASED LEARNING STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ CONCEPTUAL AND COMPUTATIONAL KNOWLEDGE IN CHEMISTRY
Author: IKEOLUWA FOLASADE ADEOYE
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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