EFFECTIVENESS OF INQUIRY-BASED LEARNING IN ENHANCING SCIENCE PROCESS SKILLS AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

Abstract

This research assesses the efficacy of using inquiry-based learning (IBL) in developing science process skills in students of Senior 2 in Anambra State, Nigeria. A quasi-experimental design was used whereby 200 students and 20 science teachers in four secondary (two urban in Awka and two rural in Nnewi). The intervention group were trained on IBL and the control group taught using the traditional teaching methods. Data were gathered by means of science process skills assessment tests, teacher survey, and student focus groups interviews and were analyzed via SPSS utilizing t-tests and ANOVA of the quantitative data as well as NVivo of the qualitative data. Findings show that, skills specifically observing, hypothesizing, and analysing data in the IBL group improved significantly relative to the control group. Limiting factors to IBL implementation are poor teacher preparation and staffing limitations and the encouraging factors are student interests and school administrative support. The research provides the framework of how IBL can be incorporated into the science curriculum and gives policy recommendations on how quality of science education can be improved. These results can be used in the national endeavor to enhance student readiness to scientific career and economic growth.