Effects of Inquiry-based and Field-trip Instructional Strategies on Pupils Learning Outcomes in Basic Science in Ado-Ekiti, Ekiti State, Nigeria

Abstract

The study compared the effects of inquiry-based and field-trip instructional strategies on primary school pupils’ performance in basic science in Ekiti State, Nigeria. It examined the effect of the instructional strategies on the pupils’ attitude to basic science in the study area and investigated the effect of the strategies on pupils’ retention of basic science concepts. These were with a view to determining a better way of improving the performance, attitude and retention ability of pupils in basic science.The study employed pre-test post-test control group quasi experimental research design. The population consisted of all private primary school pupils in Ado-Ekiti, Ekiti State. The sample was made up of three intact primary III pupils. One Local Government Area (LGA) was selected from the State using simple random sampling technique;  sixty (60) private primary three pupils from three (3) intact classes of 20 pupils from three primary schools which were purposively selected from the LGA using purposive sampling technique based on availability of laboratory and library facilities.  Two experimental groups and one control group were adopted for the study. The experimental groups were taught using the inquiry-based and field-trip instructional strategies while the control group was taught using conventional method. Two instruments were used to elicit information from the respondents. Science Achievement Test (SAT) and Basic Science and Questionnaire on Pupils Attitude towards Basic Science (QPABS). The SAT was a 20-item test which tested the knowledge acquired by the pupils in basic science while the QPABS was a 10-item questionnaire which centered on pupils attitude towards basic science (QPABS). Four research hypotheses were formulated and tested. Data were analyzed using mean, standard deviation, t-test, analysis of covariance (ANCOVA), analysis of variance (ANOVA) and Post-hoc analysis.The results of the study showed that there was a significant effect of the field-trip and inquiry-based instructional strategies on pupils exposed performance in basic science (t= 3.634, p< 0.05). The results also showed that there was a significant difference in the attitude of pupils’ towards basic science (t= 8.447, p<0.05). It also revealed that there was a significant difference in the retention ability of the pupils exposed to field-trip and inquiry-based instructional strategies (t= 24.145, p<0.05). The results further showed that there was a significant difference in the performance of pupils exposed to inquiry-based-based, field-trip and conventional methods of teaching (F= 13.149, df = (2, 57), p<0.05).The study concluded that field-trip instructional strategy positively improved the academic performance and retention ability of pupils in basic science. Also, inquiry-based and field-trip instructional strategies improved pupils’ attitude towards basic science.

Keywords: Inquiry-based instructional strategy, Field-trip instructional strategy, learning outcomes, conventional methods of teaching.