Bewaard in:
| Hoofdauteurs: | , , |
|---|---|
| Formaat: | Recurso digital |
| Taal: | Engels |
| Gepubliceerd in: |
Zenodo
2025
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| Onderwerpen: | |
| Online toegang: | https://doi.org/10.5281/zenodo.16538529 |
| Tags: |
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Inhoudsopgave:
- <p>The aim of this study was to investigate the effect of Inquiry-Based Learning Approach<br>using the 5E Instructional Model on the academic achievement of Physics Students in<br>Science Secondary Schools in Kano State. The pre-test post-test quasiexperimental design was employed. The population of the research was made up of 2250<br>SSII students of Science Colleges, Kano state, from where a sample of 80 was<br>purposively selected using intact class. The study was guided by two research questions<br>based on the specific objective and two null hypotheses tested at ∝= 0.05 level of<br>significance. A 20 item multiple-choice Physics Achievement Test (PAT) and 20 items 5-<br>Likert scale Physics Motivation Questionnaires (PMQ) as instruments were administered<br>before and after treatment. The scores obtained were analyzed using SPSS for both<br>independent and dependent t-test statistics. The findings revealed that the Inquiry-Based<br>Learning Approach using the 5E Instructional Model had a significant effect on students’<br>academic achievement in Physics than conventional teaching method. The result showed that<br>the treatment groups were highly motivated. It was therefore recommended that the<br>Inquiry-Based Learning Approach using the 5E Instructional Model should be adopted in<br>teaching Physics in Kano state Science Colleges to enhance students’ academic achievement</p>