CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusion, educational implications, recommendations,

limitations, and suggestions for further research arising from the study. The chapter highlights how

Inquiry-Based Learning (IBL) has influenced students’ academic achievement, conceptual

understanding, classroom engagement, and problem-solving abilities in Basic Science. The study

was guided by five research questions and five corresponding null hypotheses, and its findings

have provided valuable insights into the pedagogical significance and practical challenges

associated with the use of IBL in Nigerian secondary schools.

5.1 Summary

This study investigated the impact of Inquiry-Based Learning techniques on students’ achievement

in Basic Science in selected junior secondary schools in Mainland Local Government Area, Lagos

State. The study adopted a quasi-experimental research design involving an experimental group

taught using inquiry-based techniques and a control group taught using conventional methods. The

population comprised all Junior Secondary School II students within the area, while 120 students

were purposively selected from four public junior secondary schools—Gbaja Girls Junior High

School, Birch Freeman Junior High School, Wesley Girls Junior Secondary School, and Ideal Girls

Junior High School. Data were collected using two validated instruments: the Basic Science

Achievement Test (BSAT) and a structured Inquiry-Based Learning Questionnaire (IBLQ). The

data were analyzed using descriptive and inferential statistics, including mean scores, standard

deviation, t-test, and Pearson correlation to test the hypotheses at 0.05 level of significance.
The results revealed that students taught using inquiry-based techniques performed significantly

better in Basic Science than those taught through conventional teaching methods. Inquiry-Based

Learning was found to promote deeper understanding of scientific concepts, greater classroom

participation, and higher levels of engagement among students. The findings also showed that IBL

enhanced students’ critical thinking and problem-solving skills, while challenges such as

inadequate materials, time constraints, and large class sizes were identified as limiting factors to

effective implementation. The study thus confirmed that Inquiry-Based Learning, when properly

applied, is a highly effective pedagogical strategy capable of improving academic performance

and fostering essential scientific skills among students.

5.2 Conclusion

Based on the findings, the study concluded that Inquiry-Based Learning significantly impacts

students’ academic achievement and cognitive development in Basic Science. Students who were

exposed to inquiry-driven lessons demonstrated superior understanding, motivation, and

performance compared to those taught using traditional lecture-based methods. The inquiry

approach allowed learners to become active participants in their own learning, promoting

exploration, curiosity, and analytical reasoning — attributes that are central to science education.

The study further concluded that Inquiry-Based Learning fosters deeper conceptual understanding

and enhances students’ ability to apply scientific knowledge to real-life situations. However,

despite its effectiveness, implementation remains constrained by challenges such as limited

resources, inadequate teacher training, and the rigid structure of the Nigerian school timetable. To

achieve the full potential of IBL, there is a need for systemic educational reforms and investment

in instructional resources and professional development. Overall, Inquiry-Based Learning stands

Nigerian students with 21st-century competencies.

5.3 Educational Implications of the Findings

The findings of this study have several educational implications for teachers, students, curriculum

planners, and policymakers. For teachers, the results emphasize the importance of adopting

learner-centered instructional strategies that engage students actively in the learning process.

Inquiry-Based Learning encourages creativity, curiosity, and collaboration — attributes essential

for developing scientific reasoning and lifelong learning skills. Teachers must therefore be trained

to design and facilitate inquiry-driven lessons that promote discovery and experimentation rather

than rote memorization.

For students, the study highlights that active engagement in scientific inquiry improves not only

their academic performance but also their critical thinking and problem-solving abilities. Students

who participate in IBL environments tend to develop confidence, communication skills, and a

better appreciation of the nature of science. For curriculum planners, the findings call for a review

of the Basic Science curriculum to include more inquiry-oriented activities, laboratory sessions,

and project-based assessments. Policymakers and school administrators must also ensure adequate

provision of resources, smaller class sizes, and teacher support systems to enable effective

implementation of IBL. The implication is that meaningful science learning can only occur when

students are provided opportunities to investigate, question, and construct knowledge actively.
5.4 Recommendations

In light of the findings and conclusions, the following recommendations are made:

1. Teachers should be trained through regular workshops and professional development

programs on the design and facilitation of inquiry-based science lessons to improve

classroom effectiveness.

2. Schools and education authorities should provide adequate instructional materials,

laboratory facilities, and technological resources to support inquiry-based teaching and

learning activities.

3. Curriculum developers should integrate inquiry-based learning frameworks into the

Basic Science curriculum to promote practical and hands-on learning experiences at the

junior secondary level.

4. Government and policymakers should review class sizes and school timetables to create

more flexible periods that allow sufficient time for inquiry experiments and investigations.

5. Teacher education institutions should include inquiry-based pedagogical models in their

training curriculum to ensure that pre-service teachers acquire relevant skills for

implementation in real classroom settings.

6. Parents and community stakeholders should be sensitized on the importance of inquiry-

based learning, encouraging them to support schools with materials and moral backing for

science-related activities.

7. Further research should be conducted to explore the long-term effects of inquiry-based

learning on other science subjects and across various educational levels in Nigeria.
5.5 Limitation of the Study

Although the study achieved its objectives, certain limitations were encountered. The research was

restricted to four selected public junior secondary schools within Lagos Mainland Local

Government Area, which may limit the generalization of findings to other regions or private

schools. Time constraints and the limited duration of exposure to inquiry-based lessons might have

also influenced the depth of learning outcomes. In addition, the availability of laboratory resources

and the large class sizes in some schools posed challenges during the experimental process. Despite

these limitations, the results remain valid and reliable, providing useful insights into the role of

inquiry-based techniques in improving science education in Nigeria.

5.6 Suggestions for Further Studies

Future research should consider expanding the scope of this study to include more schools across

different local government areas and educational districts in Lagos State to improve the

generalizability of results. Researchers should also investigate the impact of Inquiry-Based

Learning on other science subjects such as Physics, Chemistry, and Biology, as well as in senior

secondary and tertiary levels. Longitudinal studies could be conducted to assess the long-term

effects of inquiry-based instruction on students’ retention and interest in science-related careers.

Additionally, future studies should examine the influence of teachers’ competencies, gender, and

school type on the effectiveness of inquiry-based learning in promoting scientific literacy and

problem-solving skills.