Effect of Guided Inquiry with Analogy Instructional Strategy on Students Acquisition of Science Process Skills

Abstract

This study investigated the effects of guided inquiry with analogy instructional strategy on students’ acquisition of science process skills in biology. The study which adopted a non-equivalent control group quasi experimental design was conducted in four secondary schools in the area. Out of these schools, two schools were exposed to the use of guided inquiry with analogy instructional approach (experimental) while the remaining two used the conventional instructional approach (control). The participants comprised 160 junior secondary class three (JS III) students.   The ‘Test of Science Process Skills Acquisition’ (TOSPSA) which was developed by the researchers was used as an instrument for data collection. TOSPSA was subjected to both face and content validation while it’s reliability was established using Kudder-Richardson formula 20 (K-R 20). Mean and standard and the analysis of covariance (ANCOVA) were used to test the hypotheses at 5% level of significance. The result of the study revealed that whereas teaching method was statistically significant (p<0.05) in enhancing students’ acquisition of science process skills in favour of the guided inquiry with analogy Based on these findings, it was recommended that science teachers should adopt the guided inquiry with analogy teaching method in science classrooms since it would encourage both male and female students to perform well and reduce the gap between the two groups.

Keywords: guided inquiry, inquiry, science process skills, scientific inquiry, instructional approach