EFFECT OF ENHANCED PROCESS-ORIENTED GUIDED INQUIRY LEARNING STRATEGY ON SECONDARY SCHOOL CHEMISTRY STUDENTS’ INTEGRATED SCIENCE PROCESS SKILLS ACQUISITION

Abstract

Awareness has been created on learning science using inquiry strategies. Its implementation in secondary school chemistry classrooms in Nigeria has not been encouraging. Thus, this study was carried out to engage senior secondary school students in inquiry using EnhancedProcess Oriented Guided-Inquiry Learning (EPOGIL) and to determine its effects on their integrated science process skills acquisition in some chemistry concepts. The influence of mathematical ability was also investigated. Teacher Demonstration (TD) was used as a control strategy.The study adopted a quasi-experimental pre-test, post-test non-equivalent control design. 6 intact classes used in the study were randomly assignedto treatment and control groups. Data was collected using the Test of Integrated Science Process Skills Acquisition (TISPSA) and Mathematical Ability Test (MAT). Data obtained were analysed using ANCOVAat 0.05 level of significance. The result of the study showed significant main effect of treatment on integrated science process skills acquisition.Based on the findings from the study, it is therefore recommended among others, that chemistry teachers should adopt strategies like EPOGIL to enhance their acquisition of integrated science process skills which will position them for success in higher studies and relevance in the 21st century world of work