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Inquiry-Based Teaching Method to Create Conceptual Understanding of Measurement of Temperature among Students at the Basic Junior High School

Assem Humphrey-Darkeh(1), Frank Kusi(2), Kofi Owusu-Sekyere(3), Mark Adu-Gyamfi(4),


(1) Wesley College of Education
(2) Wesley College of Education
(3) St Joseph College of Education
(4) St Joseph College of Education
Corresponding Author

Abstract


This action research aimed to assess the effectiveness of inquiry-based teaching activities compared to traditional teaching methods in teaching temperature measurement to Junior High School 2 (JHS 2) students at Meduma M/A JHS and to improve student participation in science lessons. The study included 60 JHS 2 students and two science teachers who were purposively sampled. Questionnaires, tests, and observations were used to collect data, which were analyzed using descriptive statistics and independent sample t-tests. Results showed that both teachers and students supported inquiry-based teaching and learning, but teachers found it time-consuming compared to traditional methods. Student participation in inquiry-based classrooms was higher than in traditional classrooms. The study recommends in-service training for teachers on inquiry-based teaching and encouraging students to work collaboratively to benefit from the inquiry-based classroom.

Keywords


Inquiry-based method; Measurement; Temperature;Traditional method

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