CONCEPTUAL FRAMEWORKS
10.2 THE INTERPROFESSIONAL GAZE
rating scores in Biology.
Table 4 shows that the probability associated with the calculated value of F (0.007) for the interaction effect of instructional methods and gender on interest of students in Biology is 0.932. Since the probability value of 0.932 is greater than 0.05 level of significance (p
> .05), the null hypothesis was accepted. Hence, there is no significant interaction effect of methods of teaching and gender on students' interest in Biology.
Summary of the Findings
The following are the findings of the study;
1. Students who were taught Biology using guided inquiry had higher post-test mean int erest score than their counterparts who were taught using Un-
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guided inquiry instructional method.
Further analysis showed that there is a significant difference in the mean interest scores of students taught Biology using guided inquiry and unguided inquiry methods in favour of those taught using Guided inquiry instructional method.
2. Male students had higher post-test mean interest score than their female counterparts. However, further analysis revealed that there is no significant difference in the mean interest scores of male and female students in Biology.
3. Both male and female students who were taught Biology using guided inquiry instructional method had higher post test mean interest score than the male and female students taught using Un-gu ided inquir y instruct io nal method. Indicating that there is no significant interaction effect of the instructional method and gender on students' interest in Biology.
DISCUSSIONS,
Effect of guided and unguided inquiry methods on students' interest in Biology
Finding of the study as revealed by tables I and 4 indicate that guided inquiry promoted students' interest more than unguided inquiry. The superiority of guided inquiry could be attributed to the class teacher's guidance and assistance that enabled the students to remain focused and developed interest in the subject.
Teacher's assistance also helps to reduce stress that may frustrate the interest of learners when they are not assisted. Finding of this study strengthens Vygotsky (1978) social-cultural theory which indicates that the assistance provided by a more experienced adult such as
the teacher promotes learning beyond the zone of proxima l deve lo pment. The study corroborates with Kulthau, Maniotes and Aspary (2007) who revealed that guided inquiry fosters motivation that promotes interest in learners.
Effect of guided and unguided inquiry on male and female students' interest in Biology
Result on tables 2 indicates that male students had higher post test interest rating scores than the females. However, the corresponding analysis on table 4 indicated that there is no significant difference in the interest of both male and female students. The insignificant influence of gender in the use of inquiry methods could be attributed to the interactive nature of the method which encouraged active participation of the students and enhanced interest irrespective of gender.
The finding of the study corroborates with Okoro (2011) who revealed that activity- oriented methods of teaching promotes learners interest.
Interactive effect of guided and unguided inquiry and gender on students' interest in Biology
The result on table 3 and the analysis on table 4 indicate that both male and female students exposed to guided inquiry method outperformed their counterparts that were exposed to unguided inquiry, indicating no interaction effect between the method and gender.
The absence of interaction effect could be attributed to the superiority of guided inquiry due to the teachers' assistance and guidance during the learning process that enhanced the interest. The teacher's guidance made the students to focus attention and develop interest.
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CONCLUSIONS
Guided inquiry method promotes students' interest in Biology more than unguided inquiry method.
Gender has no significant influence on students' interest in Biology.
There is no significant interaction effect of inquiry methods and gender on students' interest in Biology.
RECOMMENDATIONS
Guided inquiry methods should be adopted by teachers to promote students interest in Biology and bridge up gender differences that exist among students in academics.
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