Guided inquiry method and achievement of basic science students in different levels of scientific literacy

Abstract

This study investigates the effectiveness of the guided inquiry teaching method in enhancing basic science achievement among junior secondary school students with varying levels of scientific literacy. A sample of 147 JSS3 basic science students was drawn from six junior secondary schools in Obio-Akpor local government area of Rivers State, Nigeria, utilizing random sampling techniques. The study employed a pre-test, post-test, non-equivalent control group design, with basic science concepts taught using either guided inquiry or expository methods. The Basic Science Achievement Test (BSAT) and the Scientific Literacy Test (SLT) were utilized as assessment tools. Kuder-Richardson formula 20 (KR-20) was employed to compute the reliability of BSAT to obtain an index of 0.93 whereas SLT utilized the Cronbach's alpha formula, resulting in a reliability estimate of 0.70. Mean and Standard deviation were used to answer the research questions whereas the ANCOVA was used to test the hypotheses at 0.05 level of significance. Results revealed that the guided inquiry method significantly improved basic science achievement compared to the expository approach across all levels of scientific literacy. However, no statistically significant interaction was found between teaching methods and scientific literacy levels regarding basic science achievement. This study provides valuable insights into effective teaching strategies for enhancing basic science learning outcomes, emphasizing the importance of incorporating guided inquiry methods in science education.