The Effect of Using Inquiry Questions on the Achievement of First Year Secondary School Students

Abstract

This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level. This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level.

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