Effects of Self-Instruction and Guided Inquiry Teaching Strategies on Secondary School Physics Students’ Achievement

Abstract

Effects of self-instruction and guided inquiry teaching strategies on achievement physics students was examined. Three research questions and three hypotheses were tested in the study. Quasi-experimental non- randomized pretest posttest control group design was employed. The population consisted of 153 secondary schools and 11,756 SS2 chemistry students. A sample of nine secondary schools and 258 students were drawn. Data was collected through the use of the research instrument called the Physics Achievement Test (PAT). The reliability of the instrument was established using Kuder-Richardson formula 21 and a reliability co-efficient of 0.86 was obtained. Mean and Standard Deviation were used in answering all the research questions while the t-test was used in testing the null hypotheses. The findings of the study shows that there was a significant effect of self-instruction and guided inquiry on student achievement, as Physics students taught using self- instruction and guided inquiry achieve higher than the students taught using the lecture method. It was recommended, amongst other things, Teachers should be more exposed to self-instruction and guided inquiry teaching strategies so as to promote effective learning of Physics in secondary school.