Effect of using guided inquiry teaching method in improving grade eight students’ concept of photosynthesis, primary school: Ethiopia

Abstract

The main objective of this study was to investigate the effect of using guided inquiry teaching method in improving grade eight students’ conceptual understanding of photosynthesis. The study employed a quasi-experimental research method. The data collection instruments were multiple-choice tests, observations, as well as informal assessment. The pre-test and post-test were conducted before and after treatment, respectively. The informal assessment was also conducted before and after intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pretest and post-test data were analysed using descriptive statistics and t-tests quantitatively, while data collected through informal assessment and observation were presented using narration. The finding of the pre-test revealed that there was no significant difference between the mean score of the two groups. The post-test result revealed that the experimental group students significantly improved their conceptual understanding of the topic photosynthesis compared to the control group students. The study concluded that guided inquiry teaching method was more effective than the lecture method in improving students’ conceptual understanding of photosynthesis. Based on the findings of this study, it is recommended that governments should encourage biology teachers to apply guided inquiry teaching method by providing appropriate instructional material.

Keywords: Conceptual understanding guided inquiry, photosynthesis.