EFFECT OF INTEGRATED INQUIRY-BASED SCIENCE TEACHING STRATEGY ON BASIC EDUCATION STUDENTS’ BELIEFS IN TARABA STATE, NIGERIA

Abstract

In an attempt to improve students’ learning of basic science, this study examined the effect of Integrated Inquiry-Based Science Teaching strategy on Basic Education Students’ Beliefs in Basic Science. Three objectives, research questions and hypotheses guided the study. Quasi-experimental research design was used for the study. Out of 4,141 basic education students 292 Basic Education students were sampled for the study. Data was generated using Basic Science Student Belief Inventory (BSSBI). Using Cronbach’s Alfa Coefficient BSSBI reliability coefficient was found to be 0.90. Mean and standard deviation was used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Result of the study showed among others that there was significant difference in the mean belief scores of students taught Basic science using Integrated Inquiry-Based Science teaching strategy and those taught using guided Inquiry Instructional Strategy, it was concluded that the strategy enhanced students’ academic beliefs in Basic science. One of the recommendations is that basic science teachers should be encourage to use Integrated Inquiry-Based Science Teaching strategy.