Abstract:
The purpose of this study was to explore how inquiry-based learning impacts the
academic performance of senior high school students in understanding electricity and
magnetism concepts. The study adopted an action research design and utilised the
purposive sampling technique to select an intact class of (52) students for the
research. The study sought to answer three research questions: 1. What is the effect of
inquiry-based learning on students‘ academic performance in electricity and
magnetism concepts? 2.What is the differential effect with respect to gender in
inquiry-based learning on students‘ academic performance in electricity and
magnetism concepts? 3. What perceptions do students have towards the use of
inquiry-based learning approach in the teaching and learning of electricity and
magnetic concepts. Data were gathered using achievement tests and questionnaire,
and analysed using descriptive and inferential statistics. The findings of the study
indicated that students exhibited a notable improvement in academic performance
from the pre-test (Mean= 7.51) to the post-test (Mean= 11.52). The t-test analysis
revealed a statistically significant difference between the pre-test mean score and the
post-test mean score (p = 3.7326 x10-20, sig. at 0.05). Also, the findings revealed that
inquiry-based learning approach had a positive and equitable effect on the academic
performance of both male (Mean= 11.53) and female (Mean=10.56) (SHS) students
in electricity and magnetism concepts. The t-test analysis of the post-test scores
revealed no statistically significant difference between the mean academic
performance of the male and female SHS students after being taught with
differentiated instruction (p= 0.1811521, not sig. at 0.05). Moreover, the findings of
the study revealed that SHS students have overwhelmingly positive views on the use
of inquiry -based learning approach in the teaching and learning of electricity and
magnetism concepts. In light of these findings, it was recommended that science
teachers, more specifically physics teachers, should consider incorporating inquirybased
learning approach to improve student learning outcomes. Teachers are urged to
master various instructional methods and actively seek feedback for continuous
improvement. Also, policymakers and educators should collaborate to promote
widespread adoption of inquiry-based learning approach, recognizing its positive
impact. Support and resources for teacher training in inquiry-based learning approach
are recommended, with a focus on professional development programs. Furthermore,
government and educational bodies should sponsor workshops and seminars, while
curriculum planners are advised to incorporate inquiry-based learning approach in
developing the science curriculum. Additionally, publishers are encouraged to
produce textbooks using the inquiry-based learning format.
Description:
A Thesis in the Department of Science Education,
Faculty of Science Education, submitted to the
School of Graduate Studies, in partial fulfillment
of the requirements for award of degree of
Master of Philosophy
(Science Education)
In the University of Education,Winneba
JANUARY, 2024