International Journal of Innovative Research and Development

Abstract

The study investigated chemistry students’ cognitive operational level and the impact of inquiry-based instructions on students’ cognitive operational level on conceptual and computational knowledge in chemistry. The samples were three hundred and fifty-nine (359) senior secondary school students randomly sampled from nine secondary schools. The schools were assigned to Teacher Demonstration (TD), Investigate-Discuss (ID) and Predict-Discuss-Investigate-Discuss (PDID) instructional modes. The study adopted quasi experimental design of pre-test post-test control group. The research instruments were Logical Thinking Test (LTT), Conceptual Knowledge Test and Computational Knowledge Test (CKT). The instruments were validated and their reliability determined with positive internal consistency. These instruments pre-administered and post-administered after eight weeks of active engagement in learning. Simple percentage and mean statistical methods employed in the data analysis. The findings showed that 355 sampled students were at the concrete operational level, 3 students were in transitional level while 1 student was in formal operational level before treatment. The inquiry-based instructions enhanced student logical reasoning with 192 students operated at concrete level, 130 students were at transitional level and 37 students were at formal operational level after treatment. Also, the students’ level of cognitive operation influenced their achievement in conceptual and computational knowledge as students in formal operational level achieved highest in both conceptual and computational knowledge. The implications of the findings and recommendations were discussed.

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