EFFECT OF INQUIRY-BASED LEARNING INCORPORATING IDENTIFICATION OF LOCAL PROBLEMS ON SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BIOLOGY

ABSTRACT

The study investigated the effect of inquiry-based learning incorporating identification of local problems on students’ achievement in pests and diseases in Biology. Four research questions and four null hypotheses guided the study.

Quasi-experimental pretest-posttest non-equivalent control group design was adopted for the study. The study was carried out in two simple randomly selected mixed public Senior Secondary Schools in Egor Local Government Area of Edo. Sample for the study consisted of 88 (SS I) biology students. The experimental group was taught using inquiry method, while the control group was taught using traditional (lecture) method. Forty-two (42) students were assigned to experimental group and forty-six (46) were assigned to control group. The treatment lasted for six weeks. Data for the study were collected through a multiple-choice instrument: Biology Achievement Test on Pests and Diseases (BATOPD). The BATOPD instrument was validated and the reliability determined using Kuder Richardson formula 21 reliability technique after pilot testing and it was found to have a reliability value of 0.78. Data for the study were analysed using mean, standard deviation, t-test and Analysis of Covariance (ANCOVA) statistics. The hypotheses were tested at 0.05 level of significance.

The findings of the study revealed that inquiry-based learning instructional strategy enhances students’ achievement in Biology. Hence, there was a significant difference in the mean achievement scores of biology students taught with inquiry-based learning instructional strategy and those taught with traditional instructional strategy. However, there was no significant difference in the mean achievement scores of students taught with inquiry-based learning instructional strategy based on initial ability. Although there was no significant difference in the mean achievement scores of male and female students taught Biology with inquiry-based learning instructional strategy, but the mean achievement scores of female students was greater than that of male students. There was no significant interaction effect of method by initial ability by sex on students’ mean achievement scores of biology concepts. It was recommended that biology teachers should adopt inquiry-based learning instructional strategy when teaching in order to enhance students’ achievement in Biology.