Effect of Inquiry and Concept Mapping Strategies on Students’ Academic Achievement in Chemistry in Cross River State, Nigeria

Abstract

This research investigated effect of inquiry and concept mapping teaching methods on students’ academic performance in Chemistry in Calabar municipality, of Cross River State, Nigeria. Two null hypotheses were formulated to guide the study. A quasi-experimental research design was adopted where two independent groups were compared (the experimental and the control groups). A total of 100 respondents constituted the sample. One instrument, Chemistry Achievement Test (CAT) was used to obtain data for analysis. The reliability of the instruments was established using Kuder-Richardson formula 20 (KR-20), which yielded a coefficient of 0.87. The treatment lasted for a period of two months in 2017/2018 academic session. Before the treatment, a pretest was administered to all the respondents. A treatment was ensured after which the Chemistry Achievement Test (CAT) was administered. Data obtained were analyzed using Analysis of Covariance (ANCOVA). Result of data analysis revealed that students taught with inquiry based method had a higher mean score than those taught with concept mapping strategy in Chemistry. More so, male students do not significantly differ from their female counterparts taught with inquiry method in Chemistry. Based on findings, it was concluded that the use of inquiry based method promote effective teaching and learning of Chemistry and students’ academic performance in Chemistry. It is therefore recommended that Chemistry teachers should adopt the use of inquiry method in teaching Chemistry in secondary schools.