Inquiry Role Approach as an Effective Method of Teaching Integrated Science among 200 Level NCE Students in Aminu Saleh College of Education Azare, Bauchi State, Nigeria

Abstract

Experimental research design was used to determine the effectiveness of inquiry role approach in teaching Integrated Science at the NCE level. One hundred (100) students were randomly selected and used for the study. The students were divided into two groups (control and Experimental) of fifty Students each and pre – test was administered to both. One group (control) was taught with lecture method while the other group (experimental) was taught using inquiry role approach. The fifty students in the experimental group were further divided into ten groups of five students each and roles were assigned to every member of the group. Post-test was administered to each group after three weeks of teaching. Tests scores obtained were used to assess the performance of the students. The findings revealed 10.880 and 17.980 as the mean scores of the students that were taught with lecture method and inquiry role approach respectively. The Results of the analysis using t-test showed a significant difference at 95% (P = 0.05) level of significance between the performance of the students. The students taught with the inquiry role approach performed better than the students taught with the lecture method. The paper recommends among others that integrated science teachers should employ inquiry role approach in their teaching. Students should be encouraged to work in groups in order to gain science skills and knowledge at higher cognitive level.