Published Article

ABSTRACT

The study investigated the effects of guided-inquiry teaching method with English language on students’ academic achievement and retention in the concept of electrochemical cells in Itu Educational Zone, Nigeria. In pursuance of the study, four purpose of study, four research question and four null hypothesis were carefully formulated to guide the study. Quasi-experimental research design was adopted for the study and a non-randomized pre-test, post-test setting, the study area was Itu with a target population of all the SSII chemistry students in the 2024/2025 academic session drawn from all the nine (9) public secondary schools in Itu wth a sample size of 200 senior secondary two (SS2) chemistry student drawn from four out of the nine (9) public secondary schools in Itu Local Government Area of Akwa Ibom State. Mean and standard development was used to answer the research question and independent t-test was adopted to test the hypotheses which was tested at 0.05 level. The findings of the results showed that students who were taught electrochemistry cell using guided-inquiry with English language had a better achievement score than their counterpart who were taught using mother tongue with lecture method and it was recommended that government at all level should implement the use of English language with guided inquiry in public secondary schools in the state in the teachers and learning of the concepts of electrochemical cells in government secondary schools in Itu Educational Zone.