EFFECTS OF INQUIRY-BASED TEACHING (IBT) AND DEMONSTRATION METHOD (DM) ON STUDENTS’ ACHIEVEMENT IN BT (BT) IN DELTA NORTH SENATORIAL DISTRICT (DNSD)

Abstract

This study explored how IBT and DM affected DNSD students' BT academic achievement. The study’s design was quasi-experimental. Population of this investigated were 13,450 DNSD public JSII BT students.  The 315 JSII BT students selected using stratified sampling technique participated in this investigation. Using the BT Achievement Test (BTAT), this study's data was collected. The BTAT's reliability was determined using the Kuder-Richardson 21 formula, yielding an index coefficient of 0.80. Using the t-test and ANOVA, the data was examined. The results showed that IBT and DM enhanced students' BT achievement scores more lecture method (LM), and no significant gender difference in achievement when taught using IBT and DM. The conclusion was that IBT and DM improved students' performance in BT more than LM. As a consequence, the study suggested that secondary school educators incorporate IBT and DM while teaching BT