THE MAIN EFFECTS OF GUIDED INQUIRY AND PROBLEM SOLVING FOR BRIDGING THE GAP BETWEEN THE LOW, MEDIUM AND HIGH ABILITY STUDENTS AND THEIR GENDER AMONG UNITY COLLEGES IN NORTH CENTRAL, NIGERIA

Abstract

The study determined the main effects of Guided inquiry and Problem solving for bridging the gap between the low, medium and high ability students and their gender among unity colleges in north central, Nigeria. The study adopted two experimental groups and one control group of 2x2x3 factorial research design. Sample consists 373 (male = 198 and female 175) JSS 111 students. Basic science and Technology Students Achievement Test (BSTSAT) was used for data collection while guided inquiry, Problem solving and Traditional approaches were used as treatment instrument. Pearson Product Movement Correlation (PPMC) was used to determine the reliability coefficient of BSTSAT. The reliability coefficient of 0.86 was obtained Data were analyzed using Analysis of Variance (ANOVA). The ANCOVA) and Sidak Post-Hoc Multiple Comparison (SPMC). Results revealed that, significant differences were established in the post-test mean scores of GI, PSA and Traditional method.  The value F (2, 369) = 99.77, P= (0.01) < 0.05, indicates a significant difference between the mean of the guided inquiry, problem-solving and traditional method group achievement in Basic Science and Technology. The treatment favouring GI and PSA Also, no significant difference were found in the post-test mean scores of high, medium and low ability students taught with GI and PSA but significant difference exist between GI, PSA and TA. While GI and PSA were gender friendly. Based on these findings, the following recommended were made: that Guided inquiry and Problem solving should be incorporated into the teaching method adopted to Basic science and Technology since they have the capability to enhance the students’ academic achievement and Basic science and Technology teachers be encouraged to use guided inquiry and problem solving instruction to provide equal opportunity to students of different ability.