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This study explores the impact of simulation and guided-inquiry strategies on eliminating the confusion of students in Chemistry Teaching in Senior Secondary Schools in Obio/Akpor Local Government Area, Rivers State. To lead the study, four research questions and four hypotheses were devised. The quasi-experimental pre-test, post-test control group was adopted as the study design. The research population consisted of all SSII Chemistry students, using cluster sampling to select a sample size of 100 students. The Balancing Equations Performance Test (BEPT) was the research instrument used. In order to answer the research questions, the mean and standard deviation were used. The hypotheses were tested using the T-test. The results, among others, showed that students taught teaching technique with simulation and guided-inquiry strategies performed better than the traditional approach, thus removing the misunderstanding of the student on balancing the principle of chemistry equations. Among other aspects, it was recommended that chemistry teachers be allowed to investigate the use of simulation and directed investigation techniques in their classroom teaching.

Simulation, guided inquiry, misconceptions, Chemistry teaching, performance.

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How to Cite
ALLEN, O. G., & WOROKWU, C. (2020). EFFECT OF SIMULATION AND GUIDED-INQUIRY STRATEGIES IN ELIMINATION OF STUDENTS’ MISCONCEPTION IN CHEMISTRY TEACHING. Journal of Global Research in Education and Social Science, 14(3), 16-21. Retrieved from https://ikprress.org/index.php/JOGRESS/article/view/5757
Original Research Article


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