Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School

Abstract

This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.