Project – Assessment of inquiry based learning Strategies in science education and its effect on Critical Thinking Skills among Junior Secondary School Students

CHAPTER ONE

INTRODUCTION

• Background to the Study

Inquiry-based learning (IBL) has emerged as a significant pedagogical approach in science education, emphasizing the role of students in the learning process through questioning, exploration, and reflection. This method contrasts with traditional rote learning by fostering a deeper understanding of scientific concepts and processes. According to Pedaste et al. (2015), IBL encourages students to engage in scientific inquiry, which involves formulating questions, designing experiments, collecting and analyzing data, and drawing conclusions. This active engagement is believed to enhance critical thinking skills, as students must evaluate evidence, consider alternative explanations, and justify their reasoning.

The effectiveness of IBL in promoting critical thinking skills among junior secondary school students has been the subject of numerous studies. For instance, a study by Furtak et al. (2012) found that students who participated in IBL activities demonstrated significant improvements in their ability to analyze and interpret data compared to those who received traditional instruction. These findings suggest that IBL not only helps students understand scientific concepts more deeply but also equips them with essential skills for scientific reasoning and problem-solving. Furthermore, the collaborative nature of IBL, where students often work in groups to investigate scientific questions, can enhance their communication and teamwork skills, which are crucial components of critical thinking.

Despite the promising outcomes associated with IBL, its implementation in junior secondary schools faces several challenges. Teachers may lack the necessary training or resources to effectively facilitate IBL activities. As highlighted by Blanchard et al. (2010), successful IBL requires teachers to adopt new instructional roles, shifting from knowledge transmitters to facilitators of learning. This transition can be difficult without adequate professional development and support. Additionally, the assessment of students’ critical thinking skills in the context of IBL poses another challenge. Traditional assessment methods, such as multiple-choice tests, may not capture the depth of students’ inquiry processes and critical thinking abilities.

Research by Minner, Levy, and Century (2010) underscores the importance of aligning assessment strategies with the goals of IBL. They advocate for the use of performance-based assessments, such as science portfolios and inquiry projects, which allow students to demonstrate their understanding and application of scientific concepts in real-world contexts. These assessments can provide a more comprehensive picture of students’ critical thinking skills and their ability to conduct scientific inquiries. However, developing and implementing such assessments can be time-consuming and require significant changes to existing curricula and assessment practices.

The impact of IBL on students’ critical thinking skills also depends on the context in which it is implemented. Factors such as classroom environment, teacher-student interactions, and the availability of resources can influence the effectiveness of IBL. For example, a study by Hmelo-Silver, Duncan, and Chinn (2007) found that students in classrooms with supportive and collaborative environments were more likely to engage in higher-order thinking and problem-solving during IBL activities. This finding highlights the need for a holistic approach to implementing IBL, where attention is given not only to instructional strategies but also to creating a conducive learning environment.

Inquiry-based learning holds significant potential for enhancing critical thinking skills among junior secondary school students in science education. While the benefits of IBL are well-documented, its successful implementation requires addressing several challenges, including teacher training, assessment practices, and classroom environment. Future research should continue to explore effective strategies for overcoming these challenges and maximizing the impact of IBL on students’ critical thinking skills. By fostering a culture of inquiry and critical thinking, educators can better prepare students for the complexities of the modern world.

 Statement of the Problem

The traditional methods of teaching science in junior secondary schools often emphasize rote memorization and the passive reception of information. This approach has been criticized for failing to develop critical thinking skills, which are essential for students to navigate complex problems and make informed decisions in their future academic and professional lives. Inquiry-based learning (IBL) strategies, which encourage students to ask questions, conduct investigations, and develop solutions, have been proposed as a more effective method for fostering these skills. However, there is a need for empirical evidence to support the efficacy of IBL in enhancing critical thinking among junior secondary school students in the context of basic science education.

One of the primary concerns is whether the implementation of IBL strategies can be effectively integrated into the existing curriculum without overwhelming teachers and students. Teachers may require additional training and resources to facilitate inquiry-based activities, and students may need time to adjust to a more active learning role. The success of IBL also depends on the availability of appropriate materials and the support of school administration. Therefore, it is crucial to assess not only the impact of IBL on students’ critical thinking skills but also the feasibility of its implementation in typical classroom settings.

Another aspect of the problem is the measurement of critical thinking skills. Traditional assessments may not adequately capture the nuances of critical thinking, which involves analysis, evaluation, and synthesis of information. Developing reliable and valid assessment tools that can measure the impact of IBL on critical thinking is a significant challenge. These tools must be able to differentiate between students who have developed higher-order thinking skills through IBL and those who have not.

Furthermore, there is a need to consider the diverse backgrounds of students, including their prior knowledge, learning styles, and socio-economic status. These factors can influence how students engage with IBL and develop critical thinking skills. Research must account for these variables to provide a comprehensive understanding of the effectiveness of IBL across different student populations. This will help in identifying any disparities and ensuring that IBL strategies are inclusive and equitable.

The role of technology in supporting IBL is another important consideration. Digital tools and resources can enhance inquiry-based activities by providing access to a wide range of information and facilitating collaboration among students. However, the integration of technology also presents challenges, such as ensuring that all students have access to the necessary devices and internet connectivity. Evaluating the impact of technology on the effectiveness of IBL and critical thinking skills is essential for developing strategies that leverage digital resources while addressing potential barriers.

The assessment of inquiry-based learning strategies in basic science education and their effect on critical thinking skills among junior secondary school students is a multifaceted problem that requires a comprehensive approach. It involves evaluating the feasibility of implementing IBL, developing appropriate assessment tools, considering the diverse backgrounds of students, and integrating technology effectively. Addressing these challenges will provide valuable insights into how IBL can be used to enhance critical thinking skills and improve science education outcomes for junior secondary school students.

1.3   Aim and Objectives of the Study

The aim of the study is to examine the Assessment of inquiry-based learning Strategies in science education and it’s effect on Critical Thinking Skills among Junior Secondary School Students. The specific objectives are:

1. To determine the quantitative impact of Inquiry-Based Learning (IBL) strategies on the academic performance of JS2 Basic Science students.
2. To assess the improvement in critical thinking skills among JS2 Basic Science students after implementing IBL strategies.
3. To investigate the correlation between the use of IBL strategies and the development of critical thinking skills.
4. To analyze the relationship between the implementation of IBL strategies and students’ academic performance.
5. To compare the effects of IBL strategies on the critical thinking skills of male and female JS2 Basic Science students.
6. To evaluate the differences in the impact of IBL strategies on academic performance between public and private schools.

 

1.4. Research Questions

The research questions are buttressed below:

1. What is the impact of Inquiry-Based Learning (IBL) strategies on JS2 Basic Science students?
2. What is the effect of IBL strategies on critical thinking skills in JS2 Basic Science students?
3. What is the impact of IBL strategies on critical thinking?
4. What is the impact of IBL strategies on students’ academic performance?
5. What is the effect of IBL strategies on male and female students?
6. What is the impact of IBL strategies on different school types (public and private schools)?

1.5. Research Hypotheses

The null hypothetical statements of the study are buttressed below:

H_O1: The use of Inquiry-Based Learning (IBL) strategies will not have a positive impact on the academic performance of JS2 Basic Science students.

H_O2: Implementing IBL strategies will not lead to an improvement in critical thinking skills among JS2 Basic Science students.

H_O3: IBL strategies will not positively influence the development of critical thinking skills in students.

H_O4: The application of IBL strategies will not result in a significant improvement in students’ academic performance.

H_O5: The effect of IBL strategies on male and female students will not vary, with potential differences in academic performance and critical thinking skills.

H_O6: The impact of IBL strategies on student outcomes will not differ between public and private schools, with potential variations in academic performance and critical thinking skills.

1.6.  Significance of the Study

Inquiry-based learning (IBL) is a pedagogical approach that emphasizes the student’s role in the learning process, allowing them to follow their natural curiosity and develop their own questions and investigations. The significance of assessing IBL strategies in science education lies in its potential to transform traditional teaching methods, which often rely on rote memorization and passive learning. By focusing on IBL, educators can foster a more engaging and dynamic classroom environment where students actively participate in their own learning journey. This shift is particularly important in science education, where understanding complex concepts and developing problem-solving skills are crucial.

One of the key benefits of IBL is its impact on critical thinking skills. Critical thinking involves analyzing information, evaluating evidence, and making reasoned conclusions, all of which are essential skills for students to develop, especially in the context of science. By engaging in inquiry-based activities, students are encouraged to ask questions, design experiments, and interpret data, which helps them to think more deeply and critically about the subject matter. This process not only enhances their understanding of scientific concepts but also prepares them for future academic and professional challenges.

For junior secondary school students, the development of critical thinking skills is particularly significant. At this stage in their education, students are transitioning from concrete to more abstract forms of thinking. Inquiry-based learning provides a scaffolded approach that supports this cognitive development. By allowing students to explore scientific concepts through hands-on activities and guided inquiry, educators can help them build a solid foundation of critical thinking skills that will benefit them throughout their academic careers and beyond.

Moreover, the assessment of IBL strategies in science education can provide valuable insights into the effectiveness of these methods. By evaluating how well students are developing critical thinking skills through IBL, educators can identify best practices and areas for improvement. This information can then be used to refine teaching strategies, ensuring that they are as effective as possible in promoting student learning and engagement. Additionally, such assessments can contribute to the broader field of educational research, providing evidence-based recommendations for educators and policymakers.

The significance of this study also extends to addressing educational equity. Inquiry-based learning has the potential to level the playing field for students from diverse backgrounds by providing a more inclusive and engaging learning environment. Traditional teaching methods often favor students who excel in memorization and test-taking, while IBL allows students with different strengths and learning styles to succeed. By assessing the impact of IBL on critical thinking skills, educators can better understand how to support all students in reaching their full potential.

The assessment of inquiry-based learning strategies in science education and their effect on critical thinking skills among junior secondary school students is a crucial area of study. It has the potential to transform educational practices, enhance student engagement and understanding, and promote the development of essential skills. By focusing on IBL, educators can create a more dynamic and inclusive learning environment that prepares students for future success. The insights gained from this research can inform teaching practices and educational policies, ultimately contributing to the improvement of science education for all students.

1.7. Scope of the Study

The study examines “Assessment of inquiry-based learning Strategies in science education and it’s effect on Critical Thinking Skills among Junior Secondary School Students”. The study is limited to JSS 2 Basic Science students in selected Secondary Schools in Lagos Nigeria.

1.8. Operational Definition of Terms

Assessment: This refers to the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes, and beliefs. In the context of education, assessment is used to evaluate the effectiveness of teaching methods, student learning, and educational programs.

Inquiry-Based Learning: This is an educational strategy where students follow methods and practices similar to those of professional scientists in order to construct knowledge. It involves exploring questions, problems, or scenarios rather than simply presenting established facts. Students are encouraged to ask questions, conduct investigations, and build new understandings.

Strategies: These are carefully designed plans or methods intended to achieve a specific goal. In education, strategies refer to the techniques and approaches teachers use to facilitate learning and improve student outcomes.

Science Education: This is the field concerned with sharing knowledge and processes of science with individuals not traditionally considered part of the scientific community. The aim is to increase understanding of scientific concepts and processes, and to develop scientific thinking and literacy.

Effect: This term refers to the change that is a result or consequence of an action or other cause. In educational research, effect often refers to the impact that a particular teaching method or educational intervention has on student learning and development.

Critical Thinking Skills: These are the mental processes of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Critical thinking involves reasoning, problem-solving, and decision-making.

Junior Secondary School Students: These are students who are typically in the middle phase of their secondary education, usually ranging from ages 12 to 15. This stage is often referred to as middle school or junior high school, depending on the educational system.

Project – Assessment of inquiry based learning Strategies in science education and its effect on Critical Thinking Skills among Junior Secondary School Students