The effect of inquiry-based learning on Senior High School students’ academic performance in electricity and magnetism concepts

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.