EFFECT OF GUIDED INQUIRY METHOD (GIM) ON ACADEMIC ACHIEVEMENT IN CHEMICAL THERMODYNAMICS AMONG STUDENTS WITH DIFFERENT COGNITIVE STYLES IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE

Balama Jospeh Obomanu, A.A.O Mumuni & Ibanga, Aniefiok Adolphus

Curriculum Studies and Educational Technology

University of Port Harcourt, Choba, Port Harcourt, Rivers State.

Email: kanabadafe@rocketmail.com

Abstract: The study investigated the effects of Guided Inquiry Method (GIM) on academic achievement of students with different cognitive styles using a pre-test, post-test control group design. The instruments for the study were the Cognitive Style Test (CST) used for classifying the sample of 320 students into three cognitive style groups and Achievement Test in Chemical Thermodynamics (ATCT). The reliability coefficients of the instrument are 0.84 and 0.74 respectively, using the Pearson Product Moment Correlation formula (PPMC). Data generated in the study were collated and analyzed using mean and standard deviation for answering the research questions while the two-way Analysis of Covariance (ANCOVA) and student t-test were used for test of hypotheses. Results showed that there was no significant difference in students’ academic achievement in chemical thermodynamics when taught with Guided Inquiry Method, based on their cognitive styles. However, there existed a significant effect of location of schools and teaching methods on the academic achievement of students in chemical thermodynamics. Based on these findings, it was recommended that chemistry teachers should adopt Guided Inquiry Method as a pedagogical intervention in teaching chemical thermodynamics in order to enhance improvement of students’ academic achievement in the concept.