Effect of 5E guided inquiry, team teaching, and lecture method on physics students academic achievement in secondary schools in Delta State

Abstract

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.