Abstract
The study was a comparative analysis of the effects of inquiry-based and non-inquiry based
multiple intelligence approach on pupils’ interest in learning science. The study employed a
quasi-experimental research design that used two intact classes of thirty (30) pupils each
assigned to two groups, the inquiry-based group (A) and a non-inquiry based multiple
intelligence approach group (B). A pre-test was administered in the subjects before the
intervention using the adopted questionnaire (ISLQ) for surveying pupils’ interest in learning
science. The reliability of the eighteen (18) item questionnaire (ISLQ) was establishment at
0.76 by Cronbach Alpha. Treatment on the two groups was carried out for a period of eight (8)
weeks after which a post-test was conducted using the reshuffled instrument (questionnaire).
The study employed a quantitative analysis of descriptive statistics and inferential statistics in
a bid to compare the effects of the two teaching approach. The mean, median and standard
deviation with the ANCOVA were found suitable statistical test for comparing the effects of
two different interventions as well as to confirm of there exist any statistically significant
difference for the mean variables between the two groups after controlling newly formed
defendant variables means on one or more covariates were used. Result shows that the
inquiry-based multiple intelligence approach was better in arousing pupils’ interest to learning
science. The study therefore recommended the introduction and use of the inquiry- based
multiple intelligence approach into primary, secondary and tertiary institutions to enhance
students interest’s in learning science to fruition.
Mohd Ali Samsudin, Vasugi Subramaniam, Moses Irekpita Simeon. (2016) Comparative Analysis of the Effects of Inquiry Based and Non-Inquiry Based Multiple Intelligence Approach on Pupils’ Interest in Science, Journal of Elementary Education, Volume-26, Issue-1.
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