INQUIRY MODELS-BASED INSTRUCTIONAL ACTIVITIES’ EFFICACY AND GENDER OF JUNIOR SECONDARY SCHOOLS SCIENCE STUDENTS’ PROCESS SKILLS IN BASIC SCIENCE AND TECHNOLOGY

Abstract

This study examined the effects of inquiry-based instructional strategies on student’s science process skills in junior secondary school basic science and technology in Gombe Local Government Area of Gombe State. Simple random sampling technique was employed to select 180 Junior Secondary School two students from six schools in Gombe Local Governments, Nigeria for the study. Participants were randomly assigned to conventional (cookbooks laboratory), structured and guided inquiry-based instructional activities. The treatment lasted for 7 weeks. One main instrument was developed by the researchers, validated and used; Science Process Skills Test (r = 0.85). Two hypotheses were raised to test the significant difference between cookbooks laboratory, structured and guided inquiry-based instructional activities in basic science and technology and significant difference between gender and students’ science process in basic science and technology in selected concepts. The two hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Variance (ANOVA) and t -test analysis. The study revealed that there was significant difference in the students’ science skills between students exposed to cookbooks laboratory, structured and guided inquiry-based instructional activities. The finding also indicated that there was significant difference in the science process skills of male and female students It was therefore recommended that basic science and technology teacher should be encouraged to inculcate science process skills in learners in involving students in inquiry-based learning activities.