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Open Inquiry Instructional Strategy Outperforms Traditional Methods in Enhancing Student Learning Outcomes in Chemistry

Strategic Insights

— 1 min read

A recent study conducted by researchers at the University of Lagos has shed new light on the effectiveness of the open inquiry instructional strategy in improving student learning outcomes in chemistry. The research, which involved a quasi-experimental design with 322 Senior Secondary School 1 science students, found that students taught using open inquiry significantly outperformed those taught using the traditional lecture method in academic achievement. The study concludes that open inquiry is a more effective instructional strategy for improving students' learning outcomes in chemistry, regardless of gender, and recommends its integration into science curricula and teacher training programs.

Key Takeaways:

  • The study involved 322 Senior Secondary School 1 science students drawn from intact classes of selected schools.
  • The students were divided into experimental and control groups and were taught using open inquiry and the traditional lecture method, respectively.
  • The findings revealed that students taught using open inquiry significantly outperformed those taught using the traditional lecture method in academic achievement (F(1, 317) = 29.083, p < 0.001).
  • The study concludes that open inquiry is a more effective instructional strategy for improving students' learning outcomes in chemistry, regardless of gender.
  • The recommended integration of open inquiry into science curricula and teacher training programs is expected to enhance student engagement and conceptual understanding.
  • The study highlights the limitations of traditional teaching methods in chemistry, which have been criticized for limiting engagement and critical thinking.

Statistics:

  • 322 students participated in the study, with 161 students in the experimental group and 161 students in the control group.
  • The students were taught using open inquiry and the traditional lecture method, respectively.
  • The study found a significant difference in academic achievement between the two groups (F(1, 317) = 29.083, p < 0.001).
  • The mean scores achieved by students in the experimental group were significantly higher than those achieved by students in the control group.

Sources:

  • African Journal of Teacher Education, 2025, 14(1).
  • Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD).
  • https://doi-org.sdpl.idm.oclc.org/10.21083/ajote.v14i1.8256.

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