Effects of Inquiry and Lecture Methods of Teaching on Students' Academic Performance and Retention Ability Among N.C.E 1 Chemistry Students of Federal College of Education, Zaria

This study investigated effects of inquiry and lecture methods of teaching on students’ academic achievement and retention ability among N.C.E 1 Chemistry students of Federal College of Education, Zaria. The study is a pre-test, post-test quasi experimental control group design. A total of 256 students formed the sample of the study which was selected in line with Krejcie and Morgan (1970) sample size table. A Separation Techniques Chemistry Achievement Test (STCAT) was used for data collection. The STCAT was developed by the researcher and validated by experts in chemistry education. The reliability coefficient of STCAT was found to be r=0.88. Analysis of data using t-test statistics shows that the experimental group which was taught chemistry using inquiry teaching methods performed significantly better than the control group which was taught using the traditional lecture method. Other findings of the research were that inquiry method of instruction was gender-sensitive and that it enhances retention. The study recommends, among others, that chemistry teachers should be encouraged to use inquiry method in the teaching of chemistry.

Keywords: Inquiry, Lecture Method, Academic Achievement, Retention Ability, Chemistry Students.