Effect of argument-base enquiry approach on acquisition of skills and interest in biology

Project Abstract

This study investigates the effect of the argument-based inquiry approach on the acquisition of skills and interest in biology among high school students. The argument-based inquiry approach involves engaging students in constructing arguments based on evidence and reasoning to investigate biological concepts. A mixed-methods research design was employed to gather data on the impact of this approach on student learning outcomes and interest in biology. Quantitative data was collected through pre- and post-tests assessing students' biology skills and knowledge. Qualitative data was gathered through student surveys and interviews to explore their experiences and attitudes towards biology while using the argument-based inquiry approach. The study focused on a sample of 100 high school students divided into two groups the experimental group that received instruction using the argument-based inquiry approach and the control group that received traditional lecture-based instruction. The results indicated a significant improvement in biology skills among students in the experimental group compared to those in the control group. Students who engaged in argument-based inquiry demonstrated higher levels of critical thinking, problem-solving, and scientific reasoning skills. Additionally, the argument-based inquiry approach increased students' interest and engagement in biology, as evidenced by their positive feedback and eagerness to participate in class activities. Qualitative data revealed that students in the experimental group found the argument-based inquiry approach to be more interactive, challenging, and intellectually stimulating compared to traditional instruction. They expressed a greater sense of autonomy and ownership of their learning process, which enhanced their motivation and interest in biology. Furthermore, students appreciated the opportunity to collaborate with their peers, present their arguments, and defend their ideas, which fostered a deeper understanding of biological concepts. Overall, the findings suggest that the argument-based inquiry approach has a positive impact on the acquisition of skills and interest in biology among high school students. By incorporating this student-centered and inquiry-based approach into biology instruction, educators can enhance students' learning experiences and cultivate a deeper appreciation for the biological sciences.

Project Overview

<p> This study was designed to investigate the effect of Argument-Based Inquiry (ABI) approach on acquisition of skills (communicating and questioning) and interest of Male and Female Senior Secondary School students in Biology. Eight research questions and twelve null hypotheses tested at 0.05 level of significance guided the study. A quasi experimental (non-equivalent control group) design was adopted for the study. 138 (58 males, 80 females) Senior Secondary School year one (SSS1) students from four co-educational public secondary schools in Oshogbo Local Government Area of Osun State were involved in the study. Simple random sampling technique was used to select the four co-educational senior secondary schools from 13 of such senior secondary schools in the Local Government Area. The four randomly selected schools were randomly assigned, two schools each to the experimental and the control groups. From each of the four selected schools, one intact class was randomly drawn from the SSSI classes. The regular biology teachers in each of the schools who were earlier trained on the details of the instructional sequences of ABI and Traditional Inquiry (TI) approaches were involved in teaching the subjects. The Experimental Group (EG) was taught nutrition in animals using ABI approach while the Control Group (CG) was taught the same topic with TI approach. The schools? regular time tables were used for the period of 6 weeks. Three instruments-Science Communicating and Questioning Skills Acquisition Test (SCQSAT), Biology Interest Inventory (BII), and Verbal Communicating Skills Assessment Guide (VCSAG) were used for the study. The three instruments were subjected to content and face validation. The instruments were also trial tested using test-retest method and from the data collected, the reliability coefficients of the instruments were obtained. The SCQSAT had 0.84 using Pearson-Product Moment correlation while BII had 0.74 using Cronbach?s Alpha. The determination of the inter-rater reliability for VCSAG yielded 0.69 using Kendall?s Coefficient of Concordance. The validated instruments were administered as both pre and post tests while the data obtained were analyzed using mean and standard deviation for the research questions and Analysis of Covariance (ANCOVA) for the hypotheses. The findings among others showed that teaching biology with ABI approach enhanced the students? acquisition of skills (communicating and questioning skills) and interest in biology better than the TI approach. The implication of the findings include that science teachers should use ABI approach so that the students can acquire communicating and questioning skills. The nation will also be proud of producing next generation scientists who can defend science claims with good command of language and effectively communicate their findings to the target audience. Based on the findings, among others it was recommended that workshops, seminars, and conferences should be organized for teachers in order to sensitize them on the need to use active learning. <br></p>