Effects of Inquiry-Based Teaching Method on Students’ Academic Performance and Attitudes towards Chemistry in Two Selected Secondary Schools of Bugesera District, Rwanda

Felix Dushimimana – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda-College of Education, Rwanda
Dr. Leon Mugabo – Department of mathematics, Sciences and Physical education, University of Rwanda-College of Education, Rwanda
Email: felixdushimimana99@gmail.com

Abstract: The main purpose of this study was to investigate the effects of inquiry-based teaching approach on students’ performance and attitudes towards chemistry in senior four secondary school level. A sample of 78 senior four chemistry students from two different schools was enrolled in the study. A pre-test and post-test quasi-experimental research design was adopted where students from one school were taught using inquiry-based teaching method and those from the other school were traditionally instructed. The instruments of data collection were a self-designed Chemistry Achievement Test (CAT) and a Chemistry Attitudes Questionnaire (CAQ). Data were analysed using Descriptive statistics, independent sample t-test and ANCOVA using pretest scores as covariates. The results of the study showed that inquiry-based teaching method improved students’ performance and attitudes towards Chemistry. Moreover, no gender interaction with inquiry-based learning was observed, male and female benefits equally from inquiry-based learning. The study recommend the use of inquiry-based teaching method to improve students’ performance and attitudes towards chemistry. It was also recommended that inquiry- based teaching method is not gender sensitive therefore both male and female students should be involved in inquiry-based learning activities to enhance their performance in Chemistry.