EFFECTS OF INQUIRY STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN REFORMULATION OF KNOWLEDGE IN BIOLOGY CONCEPTS

Abstract

Abstract This study examined the effects of inquiry strategy on senior secondary school students’ achievement in reformulation of knowledge in Biology concepts (Genetics). The study adopted the non-randomized quasi experimental design. The population of the study was all the SS3 students in Egume, Anyigba Education Zone of Kogi State. The simple random sampling technique was used to sample 60 SS3 students from two schools in the study area. The instrument for data collection was 50 multiple choice styled Biology Achievement Test (BAT) which was face validated by three experts one in natural science biology department, one in measurement and evaluation and one in language education in Prince Abubakar Audu University, Anyigba. The reliability co-efficient was established using Pearson product moment correlation method which yielded 0.86. The research questions were answered using mean and standard deviation while t-test was used to test the hypothesis at 0.05 alpha level significance. The findings of the study revealed that students exposed to inquiry strategy reformulation of knowledge achieved higher than the students taught with the conventional method. Based on the findings, it was recommended among others that inquiry learning strategy reformulation of knowledge should be included in the curriculum of biology (science) studies.