Enhancing secondary school students’ self-concept through Vee-diagram and guided-inquiry strategies

Abstract

In a world where educational success is paramount, students’ self-concept significantly influences their motivation and performance, especially in challenging subjects like physics. Traditional teaching methods often fail to engage students, resulting in reduced self-confidence and interest in STEM fields. This study investigated the effects of Vee-diagram and guided-inquiry strategies on the self-concept of secondary school physics students. Using a quasi-experimental design, the research involved 413 students selected from a population of 83 981 Senior Secondary Two (SS2) students through multistage sampling, with 225 females and 188 males. The Physics Self-Concept Inventory, validated by experts and showing a reliability coefficient of 0.81, was used for data collection before and after a six-week intervention. Data analysis employed Mean Rank, Kruskal–Wallis, and Mann–Whitney U tests. Results indicated significantly higher mean rank gain in self-concept in both the Vee-diagram (75.03) and guided-inquiry groups (65.36) compared to conventional lecture methods (10.66). No notable gender differences were found in the self-concept ratings within the Vee-diagram (p = 0.618) and guided-inquiry groups (p = 0.442). Structured professional development programs that introduce teachers to these strategies. workshops, peer-teaching sessions, among others, are recommended for effective implementation.