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All Journal Journal of Research in Environmental and Science Education
Bamidele Emmanuel Tijani
Department of Science Education, University of Lagos, Akoka, Yaba, Lagos State, Nigeria
Education Environmental Science Social Sciences Other

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Effectiveness of Open Inquiry Instructional Strategy on Secondary School Chemistry Students’ Conceptual Knowledge Omolabake Temilade Ojo; Bamidele Emmanuel Tijani
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.20

Abstract

Chemistry is a cornerstone of science, yet students in Nigeria often face challenges in achieving conceptual understanding due to the reliance on traditional teaching methods. These methods prioritise rote memorisation over deep comprehension, limiting students’ ability to apply scientific principles effectively. To address this challenge, this study investigates the impact of the open inquiry instructional strategy in enhancing secondary school students’ conceptual knowledge in chemistry. Using a quasi-experimental pre-test-post-test design, 322 Senior Secondary School 1 (SSS 1) students from six purposively selected schools participated in the study. The experimental group (166 students) was taught using open inquiry while the control group (156 students) received demonstration-based instruction. Data were collected using the Two-Tier Diagnostic Test (TTDT), assessing students’ ability to explain concepts, make connections, and apply scientific reasoning. Paired samples t-tests and ANCOVA were employed for data analysis. The findings revealed that students taught with open inquiry demonstrated significantly higher conceptual knowledge than those taught with the demonstration method. Notably, no significant differences were observed in outcomes between public and private school students, indicating the strategy’s adaptability across different educational contexts. These findings contribute to the growing body of knowledge on effective instructional strategies for teaching chemistry in senior secondary schools and highlight the importance of integrating open inquiry into science curricula. The study recommends the incorporation of inquiry-based teaching approaches alongside adequate teacher training to enhance students’ learning experiences. Future research should explore the long-term impact of open inquiry and its effectiveness in other scientific disciplines.
Beyond Memorisation: Investigating the Influence of Open Inquiry on Chemistry Students’ Scientific Process Skills Bamidele Emmanuel Tijani
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.23

Abstract

The demand for 21st-century skills, particularly critical thinking, problem-solving, and scientific literacy, has necessitated a shift from traditional teacher-centred instruction to student-driven, inquiry-based learning. Open inquiry instructional strategy has been increasingly recognised for its potential to enhance students’ engagement and acquisition of process skills in science education. However, limited empirical evidence exists regarding its effectiveness in contexts where traditional methods still dominate. This study examined the effect of the open inquiry instructional strategy on the development of process skills in chemistry among secondary school students. A quasi-experimental research design was employed, involving a pre-test and post-test with a non-equivalent control group of 322 Senior Secondary School 1 (SSS1) students from six selected schools. Data were collected using the Chemistry Process Skills Assessment Test (CPSAT) and analysed using Analysis of Covariance (ANCOVA). The results revealed that students taught using open inquiry performed significantly better in process skills acquisition than those taught using the demonstration method (F(1, 319) = 74.305, p < .001, η² = .189). Additionally, while private school students had slightly higher mean scores than their public school counterparts, the difference was not statistically significant (F(1, 319) = 0.823, p = .365), suggesting that open inquiry is effective across different educational contexts. These findings highlight the need to integrate open inquiry into science curricula to promote active learning. The study recommends incorporating open inquiry into science curricula, providing teachers with targeted professional development, ensuring adequate laboratory resources, adopting a blended instructional approach, offering ongoing teacher support and mentorship, and conducting further research to explore its long-term impact and optimise its implementation.
Co-Authors Omolabake Temilade Ojo