V3I9P25

Effectiveness of Inquiry-Based Learning in Enhancing Science Process Skills Among Secondary School Students in Kebbi State

Abubakar Abubakar¹, Usman Gado Birnin Tudu^2*

Abstract

The current studies aim at finding out the effectiveness of Inquiry-Based Learning (IBL) in developing science process skills in senior secondary one (SS1) in Kebbi State, Nigeria. Quasi-experimental approach was employed. One hundred (100) students and ten (10) Science Teachers in four public secondary schools were selected. The Experimental group received intervention using IBL. The control group on the other hand were taught using the Conventional Teaching Methods (CTM). Science Process Skills Assessment Test (SPSAT), Teacher Survey Questionnaire (TSQ), and interviews with students are instruments used in gathering data.  These data were analyzed through SPSS version 26, t-tests and ANOVA. The results show that, skills especially observation, hypothesizing, and analysis data in the IBL group improved significantly compared to the control group. Among the limiting factors to IBL implementation according to this research are poor teacher preparation and staffing limitations. The encouraging factors on the other hands, are student interests and school administrative support. Among the recommendations of this research is that, IBL be incorporated into the science curriculum.

Keywords:

Inquiry-based Learning, Science Process Skills, Science Education