Bridging the Gap Among Students with Different Ability Learning Outcomes Using Guided Enquiry Problem Solving Approaches Among Unity Colleges North Central Nigeria

Abstract

The study determined in bridging the gap among students with different ability learning outcomes using guided inquiry and problem-solving approaches among unity colleges, north central Nigeria. The study adopted two experimental groups and one control group of 2x2x3 factorial research design. Sample consists 373 (male = 198 and female 175) JSS 111 students. Basic science and Technology Students Achievement Test (BSTSRT) was used for data collection while guided inquiry, Problem solving and Traditional approaches were used as treatment instrument. Pearson Product Movement Correlation (PPMC) was used to determine the reliability coefficient of BSTSRT. The reliability coefficient of 0.86 was obtained Data were analyzed using Analysis of Variance (ANOVA). The ANCOVA) and Sidak Post-Hoc Multiple Comparison (SPMC). Results revealed that, significant differences were established in the post-test mean scores of GI, PSA and Traditional method.  There was a significant difference in the retention score in Basic science and technology achievement between the three groups, F (2, 369) = 84.071, p = (0.00 <0.05). Indicates a significant difference between the mean of the guided inquiry, problem-solving and traditional method group retention in Basic Science and Technology. The treatment favouring GI and PSA. Also A significant difference exists between problem-solving high achievers and Medium and low achievers of Guided inquiry, medium and low achievers of Problem solving and high, medium and low achievers of the traditional group  based on these findings, the following recommended were made: that Guided inquiry and Problem solving should be incorporated into the teaching method adopted to Basic science and Technology since they have the capability to enhance the students’ academic achievement and retention. Basic science and Technology teachers be encouraged to use guided inquiry and problem-solving instructions to provide equal opportunity to students of different ability.