Title: Effect of Inquiry-Based Learning on Students' Academic Performance in Secondary School Physics in Burutu Federal Constituency
Authors: Dr. Bebenimibo, Job (PhD) dfcsi
Volume: 10
Issue: 5
Pages: 13-20
Publication Date: 2026/05/28
Abstract:
This study examined the effect of inquiry-based learning (IBL) on secondary school physics performance in Burutu Federal Constituency, Delta State, Nigeria. Ongoing underachievement in physics has led educators and policymakers to explore new instructional methods. The research used a non-equivalent quasi-experimental pretest-posttest control-group design with 121 Senior Secondary School II (SS II) students selected through stratified random sampling. The experimental group received IBL instruction, while the control group received a conventional lecture strategy. Data were collected using a Physics Achievement Test (PAT) with a reliability coefficient of 0.82 and analysed using mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA). Results showed a statistically significant improvement in student performance when taught with IBL compared to the conventional lecture method. The study concludes that IBL enhances students' conceptual understanding and academic performance in physics and recommends incorporating inquiry-based strategies into physics instruction and teacher training. The findings have contributed to knowledge by supporting constructivist learning theory, which emphasises active participation in the construction of knowledge.