Impact of guided inquiry-based teaching on academic performance and attitude of form two biology students

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.