Problem-Based Learning and Inquiry Method on Performance in Ecology Concepts among Secondary School Biology Students
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1095Keywords:
Problem-based learning, Inquiry method, Performance, Gender, EcologyAbstract
The study investigated the effect of instructional strategy (Problem-Based Learning, Inquiry Method and Lecture Method) on the performance in Ecology concepts among secondary school Biology students in Ikwerre Local Government Area, Rivers State. The study adopted the quasi-experimental design. From the population of 3,217 senior secondary school one Biology students, 73 males and 70 females totaling 143 students were selected from three (3) schools in the study area, using purposive sampling. Two (2) research questions were raised and answered. Two (2) hypotheses were formulated and tested at 0.05 level of significance. The research instruments tagged “Basic Ecology Performance Test” was developed by the researcher and was deployed for the study. When subjected to Kuder-Richardson 21 formular, the Basic Ecology Performance Test scored a reliability of 0.81. The research questions raised were answered using mean and standard deviation, and the hypotheses formulated were tested using Analysis of Covariance, while Post-Hoc analysis was done with Bonferroni. The findings of the study revealed that the performance was highest among students taught using Problem-Based Learning, followed by those taught using Inquiry Method, while those taught using Lecture Method had the least performance. This study will be of immense benefit to Science teachers for the reason that it will guide them on the best method to employ in the teaching of scientific concepts in Ecology, thereby providing insights into improving Biology education outcomes in Ikwerre Local Government Area, Rivers State.
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