Effectiveness of Process Oriented Guided Inquiry Teaching Strategy on Students’ Performance in Chemistry in Secondary Schools in Ondo State, Nigeria

Adesoji Olubunmi Omoniyi,Tessy Ese Torru

doi:10.46545/aijelr.v2i1.73

Abstract

The Study Examined Qualitative Aspect Of “O” Level West African Secondary School Certificate Practical Chemistry Syllabus And Identified Reaction Of Metals With Water As One Of The Concepts That Chemistry Teachers Avoid To Teach Due To Either Unavailability Of Chemical Regents Or Lack Of Teachers’ Competence To Handle The Topic. The Study Therefore Examined The Effectiveness Of Process Oriented Guided Inquiry Leaving (POGIL) Strategy On Students’ Performance In Chemistry In Secondary Schools In Ondo State, Nigeria. A Pretest, Posttest Control Group Design Was Adopted With POGIL Being the treatment and lecture method as the control group. A total of 60 Senior Secondary School chemistry students (SSS 3) were randomly selected from Akoko South West Local Government Area of Ondo State Nigeria to constitute the study sample. Two intact classes comprising 33 students for POGIL group and 27 students for the lecture method group were taught separately in their respective schools. A 1 item instrument tagged Practical Chemistry Achievement Test (CAAT) with reliability co-efficient of r=0.78, p<0.05 was used to collect data. The results showed that POGIL was more effective (=12.63) than lecture method (=10.84), t=2.97, p<0.05. The study concluded that POGIL strategy is an effective method of teaching practical chemistry concepts in general and the qualitative aspect of practical chemistry in particular.

Highlights

It has been founded that a discovery-based team environment energizes students and provides instructors with instant and constant feedback about what their students understand or misunderstand
The t-value of 0.766 was not significant at 0.05 level. This showed that there was no significant difference between the mean scores of students exposed to Process Oriented Guided Inquiry Leaving (POGIL) (X 10.64) and lecture method (X 10.26) before treatment
Table 2 shows that the mean score for the students in the POGIL group (X 12.63) was higher than that of the Lecture method (X 10.84)

Summary

Introduction

It has been founded that a discovery-based team environment energizes students and provides instructors with instant and constant feedback about what their students understand or misunderstand This emphasizes that learning is not a solitary task of memorizing information, but an interactive process of refining one’s understanding and developing one’s skills. POGIL as a pedagogy, provides an appropriate avenue by using a Learning Cycle based on three phases of inquiry: Exploration of a model, Invention and Application This provides opportunities for students to engage in process skills that go above and beyond content and emphasizes the process of integrating knowledge. POGIL materials are designed to develop transferable skills in the content to be learned, with one or two process skill targets in a well-designed www.acseusa.org/journal/index.php/aijelr American International Journal of Education and Linguistics Research

Methods

Results

Discussion

Conclusion