Effect of Gender on Students’ Achievement in Chemistry Using Inquiry Role Instructional Model

Abstract

This study was designed to investigate the effect of inquiry role instructional model on students’ achievement in chemistry. Two research questions and two null hypotheses were formulated to guide the study. It was conducted in public single sex secondary school in Enugu Education zone of Enugu state, Nigeria. Purposive sampling technique was used to select the four schools from the population of {twenty-three} 23 schools. A sample of 141 SS2 chemistry students was used. Researchers developed instrument, Chemistry Achievement Test (CAT) was used to collect data for both pretest and posttest. Mean and standard deviation scores were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at alpha level of 0.05. The findings showed that students taught with inquiry role instructional model achieved higher than those taught with expository method . It was also found that the female students performed better than their male counterparts when taught using inquiry role instructional model. DOI: 10.5901/jesr.2013.v3n6p17