The Effect of Inquiry-Based Learning Approach Using the 5E Instructional Model on Academic Achievement in Teaching Physics to SS2 Students in Kano State, Nigeria.
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| Natura: | Recurso digital |
| Lingua: | inglese |
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2025
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| _version_ | 1866901500727394304 |
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| author | Oluwaniyi, SteveDele Ph.D Ojo, Solomon Gboyega Ph.D Garba, Bala Doguwa |
| author_facet | Oluwaniyi, SteveDele Ph.D Ojo, Solomon Gboyega Ph.D Garba, Bala Doguwa |
| contents | <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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16538529 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Effect of Inquiry-Based Learning Approach Using the 5E Instructional Model on Academic Achievement in Teaching Physics to SS2 Students in Kano State, Nigeria. Oluwaniyi, SteveDele Ph.D Ojo, Solomon Gboyega Ph.D Garba, Bala Doguwa Inquiry based learning 5E instructional model Physics school system and academic achievement <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> |
| title | The Effect of Inquiry-Based Learning Approach Using the 5E Instructional Model on Academic Achievement in Teaching Physics to SS2 Students in Kano State, Nigeria. |
| topic | Inquiry based learning 5E instructional model Physics school system and academic achievement |
| url | https://doi.org/10.5281/zenodo.16538529 |