EFFECT OF INQUIRY AND DEMONSTRATION APPROACHES ON ATTITUDE, RETENTION AND PERFORMANCE AMONG SECONDARY SCHOOL PHYSICS STUDENTS OF DIFFERENT ABILITIES IN KANO, NIGERIA

EFFECT OF INQUIRY AND DEMONSTRATION APPROACHES ON ATTITUDE, RETENTION AND PERFORMANCE AMONG SECONDARY SCHOOL PHYSICS STUDENTS OF DIFFERENT ABILITIES IN KANO, NIGERIA

ABSTRACT

This study investigated the impact of inquiry and demonstration methods on attitude, retention and performance among secondary school physic students of varied ability in Kano, Nigeria. Quasi – experimental design was adopted for the study. A purposive sampling technique was used to select six schools out of thirty nine secondary schools in Dawakin Kudu Education Zone. Five hundred SSII Physics students of varied abilities were used for the study. Physics Performance Test (PPT) and Wave Concepts Attitude Scale Questionnaire (WCASQ) were used to collect data. The reliability of PPT and WCASQ was 0.89 and 0.97 respectively using Pearson Product Moment Correlation Coefficient (PPMC) statistics and Guttman Split – Half Coefficient formula. Six null hypotheses were tested at p≤0.05 levels of significance using one way Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA), Kruskal Wallis test and Wilcoxon signedrank test statistics. And the following were the major findings: Students exposed to inquiry and demonstration methods performed and retained the learnt concepts significantly higher than their counterparts exposed to lecture method of teaching. There was no significance difference in students‟ performances with reference to gender and inquiry; demonstration methods are suitable for students of varied ability levels. There is significant difference in change of attitude and location between the students exposed to inquiry and demonstration methods and counterparts exposed to traditional method of teaching. On the basis of the findings outlined; recommendations were made for the improvement of teaching of the concepts of wave concepts within the context of teaching physics in secondary schools. One of the recommendations is that physics teachers should incorporate inquiry and demonstration methods more into the mainstream of pedagogy in the teaching of physics as they seem to have high potentials for enhancing understanding, performance, attitudinal change and retention on the part of the learners.

CHAPTER ONE THE PROBLEM

1.1 Introduction

Science education has been and will continue to be of tremendous importance to humanity for its ability to explain natural phenomena, as well as playing a very significant role in the technological development of both developing and developed nations. Homby (2006) defined science education as an intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment that is through inquiry and demonstration. Science education is very important in everyday life because there is not one aspect of daily living that science has not made an impact on and its teaching and learning offer students the ability to assess a wealth of knowledge and information that will contribute to meaningful life through involving students for inquiry and demonstration.Aleyideino (2000) opined that science education is accepted worldwide as bedrock of human development and progress. Science is not just a mere accumulation or assimilation of body of knowledge but a process of inquiry that interact with materials to stimulate internal concept of changes that involved students for inquiry and demonstration.(Abubakar, Dan‟ azumi&Fagbemi 2007). According to Bitrus (2012), science education consists of embodiment of subjects which include physics, chemistry and Biology at senior secondary school level for the involvement of students to learn through the use of inquiry and demonstration method. Physics occupies a unique position in the school curriculum, and is central to many science related courses such as Engineering, Mathematics Chemistry, Agriculture, Geography and Pharmacy. It is obvious that no students studying these disciplines can do without the knowledge of physics. The present senior secondary school physics curriculum is built on the conception of science as both product and process. As a process, physics has to do with the skills that are called into play by scientists in carrying out scientific investigation. This implies adopting an inquiry and demonstration methods in the teaching of physics at the secondary school level. As product, physics is viewed as consisting of scientific facts, principles, law and generalizations derived from scientific investigations (Das, 2000). In this study involvement of students in the inquiry and demonstration of scientific facts and principles were investigated.

The study of physics involves the acquisition of practical skill and knowledge of the universe. It therefore enable the learners to acquire these and problem solving and decision making skills that enable learners to respond to widespread and radical changes industry, climatic change, health and economic development. These changes demand the application of knowledge of physics principle at each level of education. Physics Inculcate intellectual honest, diligence and observation in the learners (Das, 2000). Physics is such an experimental science whose laws, formulae and facts are established with the help of experiments by involving students for inquiry and demonstration. It forms the bedrock of the science curricula and is relevant to the development of any nations in the world (Daniel &Lasisi 2009). It is an observed fact that, even the political, economic, social and military strength of the nation in the world today is directly determined by its technological strength and consequently by the quality of science teaching and practice given to its citizens for inquiry and demonstration. It was as a result of the recognition given to physics as a subject in the development of individuals and the nation, that is teaching is accorded a prominent position at the senior secondary level of education as contained in the National Policy on

Education (FME, 2005). Physics is not only crucial to Science and Technology, but also a gateway to understanding many natural phenomena such as eclipse, rainbow, light and radiation (Bunkure, 2008). That is involving students for inquiry and demonstration so as to understand many natural phenomena were investigated.

Many scholars have identified several teaching strategies in teaching physics. This includes lecture, inquiry problem solving, demonstration, guided discovery, project laboratories, field trip/ excursion. But the lecture method is predominately used in our educational institution (Aina, 2009). The lecture method is a traditional method of transmission of knowledge to learners characterized as „one – way flow of information from the teacher who is always active to the learner who is always passive (Sola &Ojo 2007). The method is the most frequently used method of instruction (Suleiman, 2010).The method does not involve students for inquiry and demonstration.

It is traditionally referred to a didactic approach and has been defined as a teaching technique in which one person, usually the teacher, a spoken discourse on a particular subject (Aminu, 2010). It emphasizes “ chalk and talk” in the teaching  of physics and indeed an oral presentation intended to present information or teach people about a particular subject and are used to  convey critical information historical background theories and equations (Donald, 2000). Lecture method of teaching emphasizes “ Talk and chalk” in the teaching of science subjects more than eighty percent 80% of scientific information and principles are delivered as lecture (Bichi 2002). That is in lecture method students is not given any chance for inquiry and demonstration, the method also allows easy handling of large classes with out much stress. Usman (2000) highlighted some limitation of the method which include among others, it does not promote meaningful learning of physics as it applied to hearing only. The difference in student ability is not considered; because it cannot satisfy the difference in individuals such as slow learners and fast learners; students easily become restless and distractive since their attention span very limited and it encourage rote learning and regurgitation of information without necessarily aiding understanding, that is students are not involved during teaching and leaning, which are supposed to be given chance for inquiry and demonstration. Bruner (1960), Gagne (1965) and Bloom (1956) have convincingly supported the used of the several teaching strategies in teaching science among these science processes, approach are inquiry, problem solving, demonstration, guided discovery, project laboratories. Inquiry and demonstration learning based on the constructivist approach the students have ownership of their learning. That is constructivist approach give the chance of involving students for inquiry and demonstration.

Inquiry method of teaching is a teaching method where the learner, with minimum guidance from the teacher seeks to discover and create answer to a recognized problem through procedure of making a diligent search (Adedoyin 1990). Inquiry teaching according to instructional theories is defined as a technique by which the learner studies scientific phenomenon with the approach of the scientific and using scientific processes such as observation, comparing, classification, experimenting communicating, interring (Kuslom& Stone 1968). To learn by inquiry being acquisitive, curious, asking questions trying to find out things for them self. Inquiry is a process for answering question and problem – solving based on the logical examination of fact and observations (Odunbunni, 1986). Inquiry is a term used in science teaching that involved the use of questioning, seeking knowledge or information or finding out about phenomena. Using this method, students learn not only concept and principles but self direction, responsibility and social communication. It is a highly interactive step by step approach which involves students at all levels of discussion (Obeka, 2010). It is also the way students learn when they are left alone. In this study students involvement for inquiry was investigated

Inquiry method of teaching is one of the numerous types of science teaching method, used as a treatment variable that is an experimental factor that can be used to help students to understand the concept of learning physics effectively, with the students dominating the discussion. There are different types of inquiry models of teaching. These include inductive inquiry, inquiry / demonstration and deductive inquiry. According to Suchman (2008), the inquiry teaching is the way people learn when they‟are left alone, also opined that inquiry is the natural way that human beings learn about their environment. Think for moment about a very young child left in a play yard with objects free to explore. The child, without a coaxing will begin to explore the object by throwing, touching, pulling, banging them and training to take them apart. The child learns about the objects, and how they interact by exploring them, by developing his or her own ideas about them in shot learning by inquiry.

Dewey (2009:27) proposed that “inquiry is the active persistent and careful consideration of any belief or supposed form knowledge in the light of the grounds that support it and the further conclusions to which it tends”. According Dewey the grounds of “any belief” occur through inquiry processes: reason, evidence, inference and generalization. In this study, the effectiveness of inquiry method investigated to enhance the students‟performance and attitude in teaching and learning physics.

Demonstration method is a method of teaching in which sight rather than hearing is the major mean of communication. Though, the two are often combined. It is often effective because, most people more easily remember what they see than what only hear or read about. It is a method where the teacher illustrates with relevant examples (Obeka, 2010). Demonstration mean an act of showing something by proof or evidence; that is to show and explain how something works or is accomplished so that the students can get the message clearly since they listen, know and see the steps of how something is done. In this study the relevant of demonstration method investigated. According to the Barton (1976), the demonstration method, when properly selected and used will be very effective and successful in the following:

1. In teaching operational skills
2. In developing understanding
3. In showing how to carry out new practice
4. In securing the acceptance of new and improved ways of doing things.

Also Barton (1976), mention that there are seven advantage of demonstration method are as follows:

• Demonstration attracts and holds student attention and interest
• Demonstration presents subject matter in a way that students can understand easily.
• Demonstration convinces those who might otherwise doubt that a thing could be done or that they themselves could do it.
• Demonstration method is object and concrete
• Demonstration permits the teaching of theory a long with practice
• Demonstration yields a high rate of “ talk” to “exposure”
• Demonstration aid in developing local leadership

After the demonstration method has been applied in the teaching - learning process, students will develop more understanding of a procedure or step in doing something that will improve students‟ ability of doing science concepts. The following are the procedures in applying demonstration method in teaching waves concept:

1. Planning and preparation: A teacher pans the steps in the demonstrational process, including the thing that should be done and they points to be emphasized with each step. And also prepare apparatus required for the experiment ii. Introducing of the lesson: The teacher explains the goal of the learning, so that the students know what they will do.

• Performance: In performance, the teacher has focus on the students whether they can view the object of what the teacher performed them, the teacher demonstrate each steps slowly and carefully. And add demonstration with illustration and explanations to the students.

1. Supervision: The teacher asks students to write the goal of previous performance, the method used and all steps demonstration by the teacher.

Attitude has been defined by Peter (2005) as the predisposition to react positively or negatively toward object, idea, institution or people. Thus, if students hold the positive attitude toward a concept of physics when using inquiry and demonstration methods, it is relatively easy to lead them toward desirable objective. Social psychologists have viewed attitude as having three components; Cognitive, Affective, and Behavioral. The cognitive component is a set of belief about attributes toward attitudes‟ object and its assessment is performed using paper – and – pencil test.The effect component includes feeling about the object and its assessment is performed by using psychological indices while the behavioural component pertains to the way in which people act toward the objective and the assessment is performed with directly observed behaviours based on inquiry and demonstration.

Attitude may affect an individual‟s behavior in the presence of attitude object in predictable ways. Attitude according to John (2014) is the tendency to react favourably or unfavourably toward designated object or event. Literally scientific attitude is respect for ethics of science which require inquiry and demonstration. Aderogba, (2012) define scientific attitude as the ability to react consistently, rationally, and objectively in certain way to a novel or problematic situation. Or the ability to do things in a way that rely on proven principle. It is also thought and feelings free from „superstition, unverified assumption and many times from popular opinion that has no empirical bases.

Therefore, attitude determines the behaviour or how one feels about something or somebody based on inquiry and demonstration. It also implies the manner, reposition, feeling, position with regard to a person or thing when involved for inquiry and demonstration, it is the tendency or orientation (especially) of the mind towards (Dictionary. Com, 2014). If a positive attitude would be cultivated towards a learning activity (inquiry and demonstration), it will likely lead to performancein that teaching and learning activity. Schenkel‟s (2009) study of elementary school pupil, positive correlation between students‟ attitude and students performance was found that is students‟ belief and attitude were found to have the potential to either facilitate or inhibit learning. Lakpini (2006) define attitude as a persons‟ feeling, thought and predisposition to behave or respond in some particular manner. In this study student‟s attitude toward a learning

activity that is involving students in inquiry and demonstration activities investigated.

Poopola (2010) defines academic performance as an expression used to present students‟ scholastic standing and which is a function of a various factors such as method of teaching, teachers‟ qualifications, students‟ home background, school environment, attitude, interest, among others. Chadau (2002) observed the academic performance as what students are able to gain in the physics performance test (PPT) after completion of the instruction. Achino

(2000) consider academic performance to the level of an individual‟s educational growth in a test when compared with scores of others of the same level. That is in this study the performance score of experimental group and compare with the performance of the control group was investigated. Nnachi (2002), on the other hand, started that science academic performance is quantitative indication we have of the positive result of behavior accruing from the study of science.

Smith, (2010) observed academic performance as a display of knowledge attained or skills develop in schools subject designated by test and examination  scores or marks assigned by the subject teachers which involved students for inquiry and demonstration. However, (Mang&Mankilik, 2001) defined academic performance as the display of knowledge attained or skills developed in school subjects designated by test and examination scores and marks assigned by the teachers. In Nigerian schools, the laboratories are ill equipped and the physics syllabus is over loaded (Ajayi 1998 & Ahmed 2008) that is performance in students is influenced by the human resources factors. The Table 1.1 is the summary of Kano State qualifying examination result for physics subject, (2011 -2015):

Table 1.1: Summary of Kano State Senior Secondary Two(SSII) Qualifying  Examination Results for Physics (2011 -2015):

Source: Monitoring and Evaluation Division of Kano State Education Resource Department (2015)

Based on the report indicated in the Table 1.1, the study intends to provide some possible solutions to the persisting low performance among secondary school II (two) physics students of varied abilities resulting into large number of low performers in the subject and negative attitude toward the subject. In this study student‟s performance toward teaching and learning physics investigated.

Moreover, in the teaching and learning process of physics, the individual‟s ability levels, age and gender are recognized as essential characteristics of a learner in relation to his achievement. Ability level is a factor that can be expressed in various ways, notably interests, attitude, achievement among others. Other several elements work together to determine the nature of the ability level of an individual which inheritance that can be improved by a sustained remedial work (NTI, 2000).

Grouping students‟ based on ability may be done at random or in some systematic ways. According to Lakpini (2007), ability grouping is usually done by placing children with basically similar cognitive ability in the same group. She stated that the ability grouping was determined as follows:

• High ability level – Upper 25%
• Medium ability level – Middle 50%
• Low ability level – Bottom 25%

Each of these groups or ability levels is determined by the performance of students based on their continuous assessment grade or achievement test score administered in a research work. In this study student with varied ability toward teaching and learning physics were investigated.

It is equally important to consider retention ability when evaluating learning strategies. Bichi (2001) defined retention as the ability to maintain and later recall information or knowledge gained after learning. However, many researchers have also investigated and defined several variables that affect knowledge retention. Obeka (2010) states that they include the type and content of tasks to be learned amount of original learning, instructional strategy used and length of retention interval. It is common for physics students to learn materials, take examination and forget the materials thereafter. Retention refers to what is learned minus what has been forgotten (Mang&Mankilik, 2001). If the learners must maintain the concepts they learn in physics, methods or techniques such as inquiry and demonstration which require constructing new idea from what is already there in the students mind. Retention is the ability to retain and consequently remember things experienced or learned by an individual at a later time. It takes place when learning is coded into memory. This appropriate code of learning knowledge provides the index that may be consulted so that retention takes place with out an elaborate search in memory lane (Bichi, 2002). Consequently remember things experienced or learned by an individual at a later time were investigated in this study.

The nature of materials to be coded contributed to the quality of retention.Materials are related to the quality of retention interms of their meaningfulness, familiarity concreteness and image evolving characteristics (Ademiyi 1998). Homby (2006) considered retention as the ability to remember experiences, things learnt. Similarly, Kundu and Tutoo (2002) posited that retention is a preservative factor of the mind. The mind acquired the materials of knowledge through sensation and perception. These acquired materials in the mind need to be preserved in form of image for knowledge to develop. Whenever a stimulating situation occurs, retained concepts need to be presented to the learners in a way or method that touches their sub – consciousness which can trigger quick recalling of the concepts being taught or learnt. In this study the students‟ ability level in teaching and learning concepts of physics investigated.

Bawa (2001) defined retention as an ability to maintain things experience or learned, that is retention can be described as a form of reaction which has been presented in the fast or as a result of orientation or attitude which marks an ongoing perception. He further observed that retention can hardly be exact even in the rudimentary case of role learning. According to Olarewaju (2012), retention is the ability to store information which can be easily recalled from the short and long term memory. In this study the students‟ retention ability toward learning concepts of physics were investigated.

1.1.1 Theoretical Framework

Theoretical basis for this study is the constructivist theory proposed by Bruner (1960). Bruner theory of learning prefers to promote the acquisition of knowledge through the use of inquiry and demonstration methods. The inquiry and demonstration methods are used according to this theory as forms of obtaining knowledge for on self by use of mental process. Bruner (1960) opined that the greater the students involvement in the learning process, the greater the learning. Also observed that the learning environment should be learner – teacher centered, especially at the secondary school level because of students‟ different ability levels learner, master what they get  involved in doing and what the teacher also gets involved doing. The study used Bruner theory of learning by involving students with different abilities for inquiry and demonstration during teaching and learning wave concepts of physics

Inquiry and demonstration methods involved process approach and science process approach is the constructive method and theories of constructivism have their origin linked to the psychologist; Piaget (1964), who proposes that humans cannot be „given‟ information which they immediately understand and use. Instead human must „construct‟ their own knowledge. They build their knowledge through experience which enables them to create schemas – mental models in their heads. These schemas are charged, enlarge and made more sophisticated through two complementary processes: assimilation and accommodation. This means that the student‟s ability to adapt to his / her environment is a function of assimilation and accommodation. Assimilation and accommodation are two sides of adoptation which according to Mukharjee (2002) is a process of creating matches between one‟s original observations and new ones that might not exactly fit together, because of students‟ difference abilities.The study used Piaget(1964), theory learning which proposes that humans cannot be „given‟ information which they immediately understand and use that is students of varied abilities using inquiry and demonstration methods can understand and use learnt concepts of physics.

These original observations are called schemas. To adopt to new observation and experience in to schemas requires the use of one of the two techniques, which is assimilating information by putting it together with old schemas. If the observations don‟t fit in nicely into the existing schemas, the shema is changed or accommodated to fit the observation. Adoptation is driven by the urge to attain an equilibrium state. Assimilation is response to already acquired experience while accommodation is adjustment of a response. The accommodation permits learning to take place. The implication of this is that teaching and learning of science at all stage of a child‟s development should be learner – centered. The Nigeria Education Council in 1990 therefore, modified and came up with fifteen (15) science process skills these are: Observation, Measuring, Classifying, Communicating, Predicting, Inferring, Using number, Questioning, Controlling variables, Defining operationally, Formulating models, Hypothesizing, Designing experiment and Interpreting data. In this study the students‟ involvement in the learning process in teaching and learning physics were investigated.

1.2 Statement of Problem

Effective teaching and learning of physics in Nigeria secondary schools has become an important issue that needs urgent attention. It has been observed that the teaching is affecting the performance of students in both internal and external examination negatively and development of sound basis for scientific and reflective thinking as demanded by the National Policy on Education (FME, 2005) can only be achieved when science is properly and adequately taught using appropriate teaching strategies. In spite of the importance of physics among Nigerian students, performanceat the senior secondary schools level had been poor (Bunkure 2014). The desire to know the courses of the poor performance in physics has been the focus of researchers for some time now; it has been observed that poor performance in the science is caused by the poor quality of science teachers, overcrowded classrooms and lack of suitable and adequate of science equipment among others.

Students performed poorly in physics classes usually too large and heterogeneous in terms of ability level. In addition, the laboratories are ill equipped and the physics syllabus is over loaded (Ajayi 1998 & Ahmed 2008) that is performance in students is influenced by the human resources factors. This implies that the fear of examination and the subject being examined may be uninteresting due to dislike for the teachers, which leads to failure to recall the knowledge acquired. The students may have the ability but unable to achieve due to lack of adequate application of method for the students to be able to achieve as well as his ability permits, it is necessary that the teacher apply method as his disposal. Ali (1998) held that the major difficulty in learning physics is the method by which the subject is being taught and students‟ ability level to understand and retain. Based on the report indicated in the Table 1.1, the study intends to provide some possible solutions to the persisting low performance among secondary school II (two) physics students of varied abilities resulting into large number of low performers in the subject and negative attitude toward the subject Specifically the study investigated the impact of Inquiry and Demonstration methods on attitude and performance among physics students of varied abilities in Kano State, Nigeria. Also how these methods can be used to enhance students‟ ability in retention physics concepts. The study also fills the gap on gender related issues that was investigated.

1.3 Objectives of the Study

The purpose of this study is to determine the impact of Inquiry and demonstration methods on academic performance, retention and attitude among secondary school Physics students of varied abilities in Kano, Nigeria. The specific objectives of the study are to:

1. determine whether inquiry and demonstration methods of teaching have impact on academic Performance when compared with Lecture method; ii. establish if inquiry and demonstration methods of teaching have impact in enhancing students retention ability on wave concept; iii. investigate whether inquiry and demonstration methods of teaching have impact on attitudes of Senior Secondary Two Physics students taught waves concept; iv. find out the effect of gender on inquiry and demonstration methods of teaching when students were exposed to wave concepts;
2. determine the impact of inquiry and demonstration methods of teachingon students with varied abilities; and vi. investigate the effect of inquiry and demonstration methods of teaching on rural / urban Senior Secondary Two Physics students taught waves concept.

1.4 Research Questions. 

The following questionsguidedthe conduct of this study.

1. What is the difference in the mean score of students taught Wave Concepts using inquiry and demonstration methods of teaching and those taught with the traditional lecture method only?
2. What is the difference in retention ability when students are taught Waves Concept of physics using inquiry, demonstration and lecture methods of teaching?

• What is the difference in change of attitude when students are taught wave concepts using inquiry, demonstration and lecture methods of teaching?

1. What is the gender difference when students are taught Waves Concept using inquiry, demonstration and lecture methods of teaching strategies?
2. What is the difference in varied abilities when students taught Wave Conceptsusing inquiry, demonstration and lecture methods of teaching?
3. What is the difference in the mean score between rural and urban Senior Secondary Two Physics students taught waves concept using inquiry, demonstration and lecture methods of teaching?

1.5 Null Hypotheses

The following Null hypotheses were formulated and tested at p≤0.05:

H_O1:There is no significant difference in the mean scores of students taught Wave Concepts using Inquiry, Demonstration methods of teaching and there counterparts taught with the traditional lecture method.

H_O2:There is no significant difference in retention ability of students taught Wave Concepts using Inquiry and Demonstration methods of teaching and those taught with the traditional lecture method.

H_O3:There is no significant difference in change of attitude when students are taught Wave Concepts using Inquiry, Demonstration and Lecture methods of teaching.

H_O4:There is no significant gender difference in the academic performances means scores between students taught Wave Concepts using Inquiry and Demonstration methodsand those taught with the traditional lecture method only.

H_O5: There is nosignificant difference in varied abilities when students are taught Wave

Concepts using Inquiry, Demonstration and Lecture methods of teaching.

H_O6: There is no significant difference in academic performance between rural and urban

Senior Secondary Two Physics students taught waves concept using Inquiry, Demonstration and Lecture methods of teaching.

1.6 Significance of the Study

The study is significant in the following ways:

1. Inquiry and Demonstration methods might enhance the academic performance and attitude of physics students and science students in general. That is the study would facilitate the improvement of teaching and learning of science in Senior Secondary Schools.
2. Education planner, science curriculum planner, administrators and principals of the school benefit about the reality of educational practice. And guiding them to encourage their teachers to use Inquiry and Demonstration methods in their teaching and learning.

• Professional Bodies such as Millennium Development Goal (MDGs), State

Educational Resource Center‟s (SERC), National Educational Resource Department (NERD) and other related bodies benefit in training their prospective members on the effective use of Inquiry and Demonstration methods of teaching.

1. Associations such as Science Teacher Association of Nigeria (STAN), Physics Students Association, Science Education Students Association and other related bodies benefit in training their prospective members on the effective use of Inquiry and Demonstration methods.
2. Students traininginstitutions also benefit on how to help them to learn individually and interact positively also encourage individual best performance in physics subject. That is Physics students will achieve better and have positive attitude toward Physics through the use of Inquiry and Demonstration methods of teaching and hence build stronger foundation to Physics Skills.

1.7 Scope of the Study

This study examined the Impact of Inquiry and Demonstration methods on attitude, retention and performance among Physics students of varied abilities; Kano State, Nigeria. Six (6) Schools chosen as Experimental and Control groups respectively with the sample of five hundred (500) students out of the population of five thousand eight hundred and nineteen (5819) in Dawakin – kudu Education Zone, Kano State, Nigeria.The research was limited to SS II (Physics) students of varied abilities in Dawakin – kudu Education Zone,

Kano state. The study covers wave concepts such as: Production & propagation of waves, Type of waves, Properties of waves, Light & Sound waves.The SSII students used because as this level students are well exposed to physics courses through the traditional lecture method. The SSI and SSIII are not be used because; SSI are an introductory level while SS III are the final year level and the students are busy preparing for their final examinations.

1.8 Basic Assumptions: The study has the following basic assumptions.

1. The curriculum used is the same for all the senior secondary school II students in

Kano State.

1. Both Male and Female students are taught Wave Concepts in physics using

traditional lecture method.

• The physics students are taught by qualified and experienced teachers

1. The students in the study sample have had adequate introduction to physics lesson via the traditional teaching method such as lecture method but are not exposed to inquiry and demonstration methods.
2. The students have higher attitude on wave concepts when taught using inquiry and demonstration methods.

EFFECT OF INQUIRY AND DEMONSTRATION APPROACHES ON ATTITUDE, RETENTION AND PERFORMANCE AMONG SECONDARY SCHOOL PHYSICS STUDENTS OF DIFFERENT ABILITIES IN KANO, NIGERIA