CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education has been universally recognized as a vital instrument for social, economic, and

technological advancement, and science education, in particular, has played a significant role in

national development. Within the context of science education, Basic Science serves as the

foundation upon which future scientific knowledge and interest are built. However, in many

developing nations, including Nigeria, there has been growing concern over students’ consistently

low academic achievement and declining interest in Basic Science, especially at the junior

secondary school level. Numerous factors were identified as contributing to this challenge, ranging

from teacher-centered methods of instruction to lack of student engagement, poor classroom

environments, and ineffective pedagogical strategies.

One major factor associated with underachievement in science subjects is the continued use of

traditional, teacher-dominated instructional methods that emphasize rote learning and

memorization. These methods were shown to limit students’ active participation and discourage

independent thinking and inquiry, which are essential in science learning. In response to these

challenges, there was an increased emphasis on student-centered learning approaches, among

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which Inquiry-Based Learning (IBL) emerged as one of the most effective pedagogical models.

Inquiry-Based Learning was rooted in constructivist theories of education, particularly those

propagated by Jean Piaget, John Dewey, and Lev Vygotsky, who emphasized that learning occurs

most effectively when students are actively involved in constructing their own understanding

through exploration and questioning.

Inquiry-Based Learning involves engaging students in processes that allow them to ask questions,

investigate problems, explore solutions, and construct knowledge based on evidence. It shifts the

instructional process from passive reception of information to active discovery, promoting critical

thinking, creativity, and collaboration. In Basic Science education, this approach has been widely

adopted in many progressive curricula to improve students’ conceptual understanding, retention,

and academic performance. Research has shown that when students were given the opportunity to

explore scientific phenomena themselves, they tended to develop deeper understanding and lasting

interest in science (Adesoji & Olatunbosun, 2008; Alake & Ogunseemi, 2021).

Students’ achievement in Basic Science was a vital indicator of their ability to grasp fundamental

scientific concepts and apply them in real-life situations. It has been linked to their performance

in future science-related subjects and their likelihood of pursuing science careers. However,

achievement in science remained alarmingly low in several regions of Nigeria, as revealed by

results from the West African Examinations Council (WAEC) and National Examinations Council

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(NECO), highlighting the urgency of pedagogical reforms in Basic Science instruction (WAEC

Chief Examiners Report, 2022). Inquiry-Based Learning offered a viable solution to these

persistent problems, especially in promoting active engagement and deeper conceptual

understanding among learners.

The need to foster better academic achievement in Basic Science necessitated a reevaluation of

instructional approaches and the integration of models that allow learners to become inquisitive,

reflective, and analytical. Numerous empirical studies demonstrated that students exposed to

Inquiry-Based Learning environments performed better academically compared to those taught

through conventional methods (Okebukola, 2020; Nkwocha & Ugwu, 2023). Furthermore, IBL

was instrumental in enhancing science process skills, boosting learners’ confidence, and nurturing

a lifelong interest in science-related fields.

Given these realities, the implementation of Inquiry-Based Learning in Nigerian junior secondary

schools was not just timely but essential. The approach aligned with the aims of the Nigerian

National Policy on Education, which emphasized developing independent learners capable of

critical thinking and scientific inquiry (Federal Republic of Nigeria, 2013). Despite the

documented benefits of IBL, its adoption in schools has remained limited, often due to factors such

as lack of teacher training, inadequate teaching materials, and rigid curricula. This raised questions

about the actual impact of Inquiry-Based Learning on student outcomes in Basic Science across

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various contexts, prompting this study to explore the relationship between inquiry-oriented

instruction and student achievement.

This study therefore examined the impact of Inquiry-Based Learning on students’ achievement in

Basic Science in order to determine whether this method significantly improved learning outcomes

and to identify its potential as an effective instructional strategy for foundational science education.

1.2 Statement of the Problem

Despite the central role of Basic Science in laying the foundation for scientific literacy and

technological advancement, students' academic achievement in the subject has remained

persistently low across many junior secondary schools in Nigeria. This recurring

underperformance raised critical concerns about the effectiveness of prevailing instructional

approaches, particularly the continued reliance on teacher-centered methods that discourage active

student participation and critical thinking. What accounted for this decline in student achievement

in Basic Science, and why were conventional teaching methods unable to stimulate meaningful

learning outcomes? While Inquiry-Based Learning has been identified as a promising strategy that

fosters curiosity, engagement, and deeper conceptual understanding, its practical impact on

students’ academic achievement in Basic Science has not been fully explored within the Nigerian

context. This study therefore addressed the problem of inadequate achievement in Basic Science

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by investigating why the integration of Inquiry-Based Learning may be necessary and what

influence it had on improving students’ performance.

1.3 Purpose of the Study

The main purpose of the study is to: investigate the impact of inquiry-based learning on students’

achievement in basic science.

1.4 The objectives of the study are:

1. To determine the difference in academic achievement between students taught Basic

Science using Inquiry-Based Learning and those taught using conventional teaching

methods.

2. To investigate the influence of Inquiry-Based Learning on students’ understanding of

scientific concepts in Basic Science.

3. To examine the effect of Inquiry-Based Learning on students’ level of participation and

engagement during Basic Science lessons.

4. To identify the challenges associated with the implementation of Inquiry-Based Learning

in the teaching of Basic Science.

5. To evaluate the extent to which Inquiry-Based Learning contributed to the development of

students’ critical thinking and problem-solving abilities in Basic Science.

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1.5 Research Questions

The following are the research questions guiding the study

1. What was the difference in academic achievement between students taught Basic Science

using Inquiry-Based Learning and those taught using conventional teaching methods?

2. How did Inquiry-Based Learning influence students’ understanding of scientific concepts

in Basic Science?

3. In what ways did Inquiry-Based Learning affect students’ level of participation and

engagement during Basic Science lessons?

4. What challenges were associated with the implementation of Inquiry-Based Learning in

the teaching of Basic Science?

5. To what extent did Inquiry-Based Learning contribute to improving students’ critical

thinking and problem-solving abilities in Basic Science?

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1.6 Research Hypotheses

1. H₀₁: There was no significant difference in academic achievement between students taught

Basic Science using Inquiry-Based Learning and those taught using conventional teaching

methods.

2. H₀₂: Inquiry-Based Learning did not significantly influence students’ understanding of

scientific concepts in Basic Science.

3. H₀₃: Inquiry-Based Learning did not significantly affect students’ participation and

engagement during Basic Science lessons.

4. H₀₄: There was no significant relationship between the challenges of implementing Inquiry-

Based Learning and its effectiveness in Basic Science instruction.

5. H₀₅: Inquiry-Based Learning did not significantly improve students’ critical thinking and

problem-solving abilities in Basic Science.

1.7 Scope of the Study

This study focused on examining the impact of Inquiry-Based Learning on students’ academic

achievement in Basic Science at the junior secondary school level. It was limited to selected junior

secondary schools within a defined geographical location in Lagos State, Nigeria. The study

covered only Basic Science as a subject in the junior secondary school curriculum and involved

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topics that were suitable for inquiry-based instruction, such as those requiring observation,

experimentation, problem-solving, and group discussion. The population of the study comprised

Junior Secondary School Two (JSS 2) students, and data were collected using achievement tests

and structured questionnaires to assess students' academic performance, engagement, and

perceptions. The study did not include other science-related subjects such as Mathematics,

Agricultural Science, or Computer Studies. Teachers, parents, and school administrators were not

part of the main sample but were considered in contextual discussions. The scope also excluded

schools outside the selected educational district and did not consider long-term effects of Inquiry-

Based Learning beyond the immediate instructional period assessed.

1.8 Significance of the Study

This study was significant because it provided empirical evidence on the effectiveness of Inquiry-

Based Learning in enhancing students’ academic achievement in Basic Science at the junior

secondary school level. The findings of the study were valuable to several categories of

stakeholders in the education sector.

Students stood to benefit greatly, as the study promoted learner-centered strategies that

encouraged curiosity, critical thinking, and active participation in the learning process. By

engaging in investigative and hands-on activities, students were better able to internalize scientific

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concepts, which led to improved performance in Basic Science and a more sustained interest in

science-related fields.

Teachers also benefited from the study by gaining practical insights into the advantages of Inquiry-

Based Learning as an instructional method. The study highlighted effective ways to implement

inquiry strategies in the classroom, thereby improving their instructional techniques and making

their teaching more interactive, student-focused, and result-oriented. To a large extent, this

contributed to professional development and instructional effectiveness.

School administrators and curriculum developers found the study useful in making informed

decisions about classroom practices and curriculum innovations. The evidence from the study

supported the adoption of learner-centered pedagogies, thereby guiding policies and resource

allocation toward training, supervision, and instructional material development that support

inquiry-based approaches.

Educational researchers benefited from the theoretical and methodological contributions of the

study. It served as a reference point for future studies on pedagogy and learning outcomes in Basic

Science and other related disciplines, thereby enriching the literature on science education in

Nigeria and other developing contexts.

Government and policy makers were able to draw on the study to design and support education

reforms aimed at improving the quality of science education at the foundational level. The findings

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justified the need for teacher training programs, instructional policy revisions, and national science

education strategies that encourage inquiry-oriented learning across public and private schools.

To a broader extent, the study contributed to the attainment of global educational goals such as the

Sustainable Development Goal 4, which focuses on inclusive and quality education and the

promotion of lifelong learning opportunities for all. By enhancing science achievement through

innovative teaching practices, the study supported the building of a scientifically literate

population capable of contributing to national development and technological advancement.

1.9 Limitations of the Study

Despite the relevance and contributions of this study, certain limitations were encountered that

affected the generalizability of the findings. One major limitation was the restricted sample size,

as the study was limited to a few selected junior secondary schools within a specific district in

Lagos State. This constraint may have limited the extent to which the findings could be applied to

schools in other regions or states in Nigeria.

Another limitation was the duration of the study, which covered only a short instructional period.

This made it difficult to measure the long-term effects of Inquiry-Based Learning on students’

academic performance, retention, and interest in Basic Science over time.

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Additionally, the study relied heavily on students’ performance in achievement tests and self-

reported responses in questionnaires, which may have been influenced by external factors such

as test anxiety, classroom environment, or students’ attitudes at the time of data collection.

The variability in teachers' competence and experience in using inquiry-based strategies also

posed a limitation. Although the selected teachers were trained for the purpose of the study,

differences in their level of enthusiasm and delivery might have influenced the outcomes.

Finally, logistical and resource limitations, such as availability of instructional materials and

laboratory resources, posed challenges in fully implementing inquiry-based activities in some

schools. These limitations, however, did not undermine the validity of the study but were

acknowledged to guide the interpretation and application of the findings.

1.10 Operational Definition of Terms

Academic Achievement: This refers to the measurable performance outcomes of students in Basic

Science as assessed through standardized achievement tests.

Basic Science: A subject taught at the junior secondary school level that introduces students to

foundational concepts in physics, chemistry, biology, and earth science.

Conventional Teaching Method: A teacher-centered instructional approach that relies mainly on

lectures, rote memorization, and limited student interaction.

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Engagement: The degree of active participation, interest, and involvement exhibited by students

during science lessons.

Inquiry-Based Learning (IBL): A student-centered teaching method that emphasizes

exploration, questioning, experimentation, and problem-solving in the learning process.

Junior Secondary School: The educational level that comprises the first three years of secondary

education, usually referred to as JSS1 to JSS3 in Nigeria.

Problem-Solving Skills: The ability of students to identify problems, analyze possible solutions,

and apply scientific knowledge to resolve them effectively.

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