The Effect of Inquiry Based Pedagogical Approach on Students’ attitude towards Civic Education in Plateau State.pdf

Abstract

The present study investigates the effect of Inquiry-based teaching methods on achievements of affective objective among senior secondary school II civil education students in Mangu LGA Plateau state. The design adopted for the study was quasi-experimental research design specifically non-equivalent pre-test post-test. The study used a sample size of 92 SSS II students which consists of 40 students in the experimental groups and 52 students in the control group. Both groups were in their intact class. Achievement test in civic inquiry was developed by the researcher and used as an instrument for the study. Data was collected with the help of research assistants through administration of the instrument (CEIAT). The result of the study was tested using ANCOVA and the significance calculated depicts a lower value of 0.00 compared to the significant value of 0.05, caused the rejection of the null hypothesis and acceptance of the alternative. It is clearly showed that, the means score before intervention in the experimental group is different from the mean score after intervention and the after is significantly higher which is evidence the treatment is highly effective and should be encouraged. The study further recommended that, civic education teachers should re-evaluate their teaching pedagogies to provide students balanced and equal platform to learn and perform better, also teachers should be scheduled for training and retraining to ensure they keep standard with best global practices