Emperor (PhD) Kpangban’s scientific contributions

The present study investigated the effect of 5E-guided inquiry, team teaching, and lecture methods on the academic achievement of physics students in Delta State secondary schools. The purpose of this research was to investigate the effect of 5E-guided inquiry, team teaching, and lecture methods on physics students’ academic achievement. The study used the quasi-experimental non-randomized pre-test, post-test, and planned variation group design. A total of three hundred and twenty-six (326) physics students from nine secondary schools were recruited and sampled in the present study. The study population was thirty-one thousand seven hundred and eleven (31, 711) students consisting of mixed (boys and girls) public school Physics students in Delta State. The Physics Achievement Test (PAT) was administered and used for data collection. Collected data were analyzed using a Paired sample t-test and (ANCOVA). The result showed that there was a significant effect of 5E-guided inquiry, team teaching, and lecture methods on physics students’ academic achievement. There is a significant effect of interaction between sex and method on the academic achievement of physics students. Students taught with team teaching method achieved significantly better than students taught with 5E guided inquiry and lecture method. The practical implication infers that teachers should expose physics students to the team-teaching method to promote effective and active learning among students.

This study examined the effects of discussion and inquiry methods on secondary school students’ scholarly performance in Biology. The study adopted quasi-experimental pre-test, post-test, control group research design. Three hundred and eighty (380) secondary school one Biology students from nine schools through the simple random sampling technique were used as the research sample. The control group were instructed employing the lecture method, while the experimental group participated using the inquiry method. Both groups were instructed with same biological concepts in intact classroom for six weeks. Biology Achievement Test (BAT) was administered to collect data for pre-test and post-test. A reliability coefficient of 0.76 was obtained using kuder-Richardson Formula 21. The data collected were analysed using the statistics of mean to answer the research questions and t-test and analysis of variance (ANOVA) to test the hypotheses at 0.05 level of significance. The study’s findings indicated a significant difference in the scholarly performance of male and female students instructed using discussion and inquiry methods, with the former yielding better results; and a significant difference in the scholarly performance of discussion- and inquiry-based instruction when it came to student gender. In conclusion, both discussion and inquiry methods of teaching help Biology students do better in high school, but the discussion method works better than the inquiry method. Based on these, recommendations were made.

This study investigated the effects of inquiry and discussion methods on secondary school Biology students’ achievement and attitudes in Delta Central Senatorial District. The study adopted pre-test post-test control group quasi-experimental design. The population of the study consisted of 17,790 senior secondary school one (SS1) Biology students in public secondary schools in Delta Central Senatorial District. A sample size of 418 SS1 Biology students in 9 public mixed secondary schools was used for the study. The instruments used for collection of data were: Biology Achievement Test (BAT) and Biology Student Attitude Scale (BSAS). The reliability of BAT and BSAS were established using Kuder-Richardson Formula 21 and Cronbach Alpha which yielded 0.77 and 0.78 reliability coefficient respectively. The data collected using BAT and BSAS were analyzed using mean, standard deviation, t-test and analysis of variance (ANOVA). The results showed that there was significant difference in the mean achievement scores of secondary school Biology students taught with inquiry and discussion methods, in favour of discussion method; there was no significant difference in the mean attitude scores of secondary school Biology students taught with inquiry and discussion methods. It was concluded that inquiry, discussion and lecture method of teaching enhance secondary Biology students’ achievement but at varying degree; and inquiry and discussion methods of teaching improve secondary school Biology students’ attitudes more than lecture method of teaching. However, discussion method of teaching has more effect compared to inquiry and lecture method of teaching. Based on these findings, recommendations were made.