Abstract:
This study examined the impact of guided inquiry –based learning on students‟
attitude and academic performance in biology in Tamale Senior High School, Tamale,
in the Northern region of Ghana. The participants for this study were 200 senior high
form two (SHS2) students offering Biology in Tamale Senior High. Quasi
experimental research design involving non-equivalent groups was adopted. The
selection of was based on purposive sampling technique which involved four form
two classes (SHS2). Data collected using students‟ attitude Biology scale (BSAB)
were analysed using inferential statistics. An Independent-t-test statistics was used to
establish the significance of guided Inquiry-based teaching and learning on students‟
academic performance. Analysis was used to explain the magnitude of the Pre and
post treatment on attitude and academic performance of the students. In line with the
findings of this study, the teacher, students‟ interest and relevance of biology were
identified as factors affecting students‟ academic performance and attitude. It was also
revealed from the findings that guided inquiry based learning has a positive effect on
Students‟ attitude and also helped identify the weakness of students and to address
them to improve their academic performance. It is recommended that teachers in their
classroom adopts guided inquiry-based teaching (IBT) to help build positive attitude
towards biology in Tamale Senior High School.
Description:
A thesis in the Department of Science Education,
Faculty of Science education, submitted to the school of
Graduate Studies, in partial fulfilment of
the requirements for award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
JUNE, 2022
