EFFECTS OF SIMULATION AND GUIDED-INQUIRY STRATEGIES IN ELIMINATION OF STUDENTS’ MISCONCEPTION IN BIOLOGY IN SENIOR SECONDARY SCHOOL IN RIVERS STATE

Abstract

This study looks at the ways that senior secondary schools in Obio/Akpor Local Government Area, Rivers State, can help their biology students get rid of misconception by using guided inquiry and simulation methods. The investigation was guided by the formulation of three research questions and three hypotheses. Pre-test, post-test control group design of quasi-experimental design was used in the study. The study's population consisted of all SSII biology students, with two schools chosen through purposive sampling. The sample size consists of 150 students from the two schools. The Ecology Performance Test (EPT) was the research tool employed. The use of test-retest procedures proved the validity and reliability of the instrument. A 0.95 reliability coefficient was obtained. The research questions were determined by utilizing means and standard deviation. While t-test was used to test the hypotheses. The findings, among other things, demonstrated that students had a lot of preconceptions prior to being exposed to guided inquiry and simulation as a teaching strategy. Both approaches have an impact in dispelling myths about biological concepts related to ecology. The simulation approach was more effective in eliminating biology misconceptions about ecological concepts. Among other things, it was suggested that biology instructors explore the use of simulation techniques in their lessons.