Effect of simulation and guided-inquiry strategies in elimination of students’ misconception in biology teaching

Abstract

This study investigates the effects of simulation and Guided-inquiry strategies in elimination of students’ misconception in Biology Teaching in Senior Secondary Schools in Obio/Akpor Local Government Area in Rivers State. Four research questions and four hypotheses were formulated to guide the research. The design adopted for this study is quasi experimental pre-test, post-test control group design. The population of the study was made up of all SSIII biology students, using cluster sampling to select 150 students’ to form the sample size. The research instrument used was Ecology performance Test (EPT). Mean and standard deviation were used to answer the research questions. T-test was used to test the hypotheses. The findings among others indicated that students taught with simulation and guided inquiry teaching strategy performed better than the traditional method thereby eliminating student’s misconception on ecological concept in biology. It was recommended among others that biology teachers should be encouraged to explore the application of simulation and guided inquiring strategies in their classroom instruction.