Interactive Effects of Guided Inquiry and Teachers’ Experience on Chemistry Students’ Interest

Abstract

The dwindling of students’ interest in chemistry which leads to students poor achievement in chemistry calls for an inward investigation on the interactive effects of two influential factors on pedagogy, effective mode of instruction and the teacher quality on students’ interest in chemistry. Thus, this study adopted the quasiexperimental design to investigate interactive effects of guided inquiry and teachers’ years of experience on students’ interest in chemistry. The study was conducted using Senior Secondary School 2 chemistry students in Ogidi Education zone of Anambra state, Nigeria. One research question and one hypothesis guided the study. 310 chemistry students random sampled in twelve public secondary schools and twelve regular teachers were included in the study. Data were collected using validated chemistry interest inventory (CII). The CII had an average reliability index of 0.93 as determined using Cronbach’s alpha reliability coefficient. The hypothesis was tested using the analysis of covariance (ANCOVA). The study revealed significant interactive effects of teachers’ years of experience and guided inquiry on students’ interest in chemistry.