Investigating students’ retention of concept taught in chemistry using guided inquiry and demonstration teaching techniques in senior secondary schools in ile ife

The study investigated the students’ retention ability of content taught when exposed to the guided inquiry and demonstration teaching techniques. The study also compared the performance of students in Chemistry when taught with guided inquiry and demonstration teaching techniques in senior secondary schools. This iswith a view to provide information on the effectiveness of the teaching techniques which can bring a better retention of concepts taught in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of all the Chemistry students in senior secondary schools in Ile-Ife. The sample consisted of 84 students from the three selected schools out of the six present in the study area using purposive sampling technique based on the population of students admitted and corresponding teachers. The students were selected using simple random sampling technique to facilitate adequate coverage and even representation. One intact class each was used. The schools were randomly assigned to three groups (Guided Inquiry, Demonstration and Teacher Expository) using simple random sampling technique. One self designed instrument was utilized for the study titled “Chemistry achievement Test (CAT)”. Data collected were analyzed using Analysis of Covariance (ANCOVA).The finding showed that, there was a significant difference in the retention ability of students exposed to guided Inquiry and those exposed to demonstration teaching techniques (F= 21.103; p< 0.05). The results also indicates that there was a significant difference in the performance of students exposed to guided inquiry, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972; p< 0.05).The post-hoc analysis revealed that, students exposed to GITT have a better retentionof concepts taught than those exposed to DTT and those exposed to TETT. The post-hoc analysis revealed that, Guided Inquiry Teaching Technique (GITT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT).The study concluded that, guided inquiry teaching technique is better teaching techniques which increase students’ retention of concepts taught in Chemistry than demonstration teaching technique and the teacher expository method respectively.