CHAPTER ONE: INTRODUCTION

1.1Background to the Study

Biology is one of the core science subjects offered at the senior

secondary school level in Nigeria. It plays a vital role in
understanding life processes, environmental sustainability, health, and
biotechnology. In Nigeria, Biology is examined by major examination
bodies such as the West African Examinations Council (WAEC) and
the National Examinations Council (NECO).

Despite its importance, students’ academic performance in Biology

has remained relatively poor in many secondary schools. Reports
from external examination bodies indicate recurring low achievement
levels, especially in topics requiring critical thinking and practical
understanding. One major factor identified is the persistent use of
traditional lecture methods, where students passively receive
information rather than actively participating in the learning process.
One of the major factors responsible for poor academic performance
is the predominant use of conventional lecture methods in teaching.
The lecture method is teacher-centered and limits students’ active
participation. Students mostly listen, take notes, and memorize facts
without deep understanding.

Inquiry-Based Teaching Method (IBTM) is a student-centered

approach that encourages learners to ask questions, investigate
problems, conduct experiments, and construct knowledge through
exploration. It promotes critical thinking, problem-solving skills, and
deeper understanding of scientific concepts.

The Abuja Municipal Area Council (AMAC) has several public and
private secondary schools, yet concerns remain about students’
performance in Biology. Therefore, this study seeks to investigate the
effect of Inquiry-Based Teaching Method on the academic

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performance of Senior Secondary 2 (SS2) students in Biology in
AMAC.
1.2Statement of the Problem

Students’ poor academic performance in Biology in senior secondary

schools has become a matter of concern to educators, parents, and
policymakers. Despite the importance of Biology in science and
technology development, many students continue to record low
achievement levels.

The persistent use of traditional lecture methods may contribute

significantly to students’ poor understanding of biological concepts.
Students are often passive recipients of information rather than active
participants in the learning process.

Modern educational practices emphasize the use of student-centered

teaching methods that encourage active learning and participation.
One such method is the inquiry-based teaching method, which allows
students to investigate problems, ask questions, perform experiments,
and construct knowledge through discovery. This approach promotes
critical thinking, creativity, and deeper understanding of scientific
concepts.

However, despite the potential benefits of inquiry-based teaching

method, many teachers still rely heavily on traditional lecture methods
in teaching Biology. This may be due to factors such as lack of
training, inadequate teaching resources, large class sizes, or limited
time for practical activities. As a result, students may not fully
develop the scientific skills and conceptual understanding required for
success in Biology.

Consequently, there is a need to investigate alternative teaching

approaches that can enhance students’ understanding of Biology and
improve their academic achievement. The inquiry-based teaching
method may provide such an opportunity by encouraging students to
become active participants in the learning process rather than passive
recipients of information.
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There is therefore a need to explore alternative teaching methods that
can enhance students’ engagement and improve their academic
performance. This study seeks to determine whether the use of
inquirybased teaching method can significantly improve the academic
performance of SS2 students in [Link] study seeks to determine
whether the use of Inquiry-Based Teaching Method can significantly
improve the academic performance of SS2 students in Biology in
AMAC.

1.3 Purpose of the Study

The main purpose of this study is to examine the effect of inquiry-

based teaching method on students’ academic performance in
Biology.

Specifically, the study aims to:

1. Determine the academic performance of students taught Biology

using the lecture method.
2. Determine the academic performance of students taught Biology
using inquiry-based teaching method.
3. Compare the performance of students taught using inquiry-based
method and lecture method.
4. Determine whether inquiry-based teaching method significantly
improves students’ academic achievement.

1.4 Research Questions

The study seeks to answer the following questions:

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 1. What is the mean academic performance of students taught
Biology using the lecture method?
2. What is the mean academic performance of students taught
using inquiry-based teaching method?
3. Is there a significant difference in performance between students
taught using inquiry-based method and those taught using
lecture method?

1.5 Research Hypothesis

H₀: There is no significant difference in the academic performance of

students taught Biology using inquiry-based teaching method and
those taught using lecture method.

1.6 Significance of the Study

The findings of this study will be beneficial in the following ways:

• Students: It will enhance engagement and improve academic

performance.
• Teachers: It will encourage adoption of student-centered
instructional strategies.
• School Administrators: It will inform instructional supervision
and teaching improvement policies.
• Curriculum Developers: It may promote integration of
inquirybased strategies into Biology curriculum.
• Future Researchers: It will provide a reference for further
studies in science education.

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1.7 Scope of the Study

The study is limited to SS2 Biology students in selected secondary

schools in AMAC. It focuses specifically on the effect of inquiry-
based teaching method on academic performance.

1.8 Operational Definition of Terms

• Inquiry-Based Teaching Method: A student-centered method

where learners actively explore and investigate scientific
problems.
• Academic Performance: Students’ achievement scores obtained
from Biology Achievement Test.
• Lecture Method: Traditional teacher-centered instructional
approach.

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CHAPTER TWO
LITERATURE REVIEW
2.1 Conceptual Framework

The conceptual framework of this study focuses on two major

concepts: the inquiry-based teaching method and students’ academic
performance in Biology. These concepts are important in
understanding how teaching strategies influence learning outcomes in
science education.

Concept of Inquiry-Based Teaching Method

Inquiry-based teaching method is an instructional approach that

emphasizes students’ active involvement in the learning process.
Rather than simply receiving information from the teacher, students
are encouraged to investigate problems, ask questions, explore ideas,
and construct knowledge through discovery. This method is based on
the principle that learning becomes more meaningful when students
actively participate in the process of acquiring knowledge.

Inquiry-based teaching method is widely recognized as an effective

approach in science education because it reflects the nature of
scientific investigation. In science, knowledge is developed through
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observation, experimentation, questioning, and analysis. Therefore,
inquiry-based learning helps students develop the scientific skills
required to understand and apply biological concepts.

In an inquiry-based classroom, the teacher acts as a facilitator or guide

rather than the sole source of knowledge. The teacher creates learning
situations that encourage students to explore scientific problems,
develop hypotheses, gather data, analyze results, and draw
conclusions. Through this process, students develop critical thinking
skills, creativity, and deeper conceptual understanding.
One of the major advantages of inquiry-based teaching method is that
it promotes active learning. Active learning allows students to become
participants in the learning process rather than passive listeners. When
students actively engage with learning materials, they are more likely
to understand concepts, retain information, and apply knowledge in
different situations.

Another important feature of inquiry-based teaching method is that it

encourages collaborative learning. Students often work in groups to
investigate problems, share ideas, and discuss findings. This
interaction enhances communication skills and helps students learn
from one another.

Inquiry-based teaching method also helps students develop

problemsolving skills. By engaging in investigative activities, students
learn how to identify problems, formulate research questions, test
ideas, and interpret results. These skills are essential not only for
academic success but also for real-life problem-solving.

Furthermore, inquiry-based learning promotes students’ curiosity and

interest in science. When students are given opportunities to explore
and discover concepts by themselves, learning becomes more
interesting and enjoyable. This increased interest can lead to improved
academic performance in Biology and other science subjects.

Forms of Inquiry-Based Learning

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Inquiry-based learning can be implemented in different forms
depending on the level of guidance provided by the teacher. The
major forms include:

Structured Inquiry

In structured inquiry, the teacher provides students with a specific

problem or question to investigate as well as the procedures to follow.
Students then conduct the investigation and analyze the results to
arrive at conclusions.
This form of inquiry is often used when students are new to
inquirybased learning because it provides clear guidance while still
allowing students to participate in the investigation process.

Guided Inquiry

Guided inquiry provides students with more freedom than structured

inquiry. In this approach, the teacher presents a problem or research
question, but students are responsible for designing the procedures
and methods needed to investigate the problem.

Students collect data, analyze findings, and draw conclusions based

on their investigations. Guided inquiry encourages greater
independence and helps students develop research and analytical
skills.

Open Inquiry

Open inquiry represents the highest level of student independence in

the inquiry process. In this form of learning, students formulate their
own research questions, design experiments, collect and analyze data,
and present their [Link] inquiry allows students to behave like
scientists by engaging fully in the process of scientific investigation.
However, it requires a high level of critical thinking, creativity, and
self-direction from students.

Importance of Inquiry-Based Teaching in Biology

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The inquiry-based teaching method is particularly suitable for Biology
because the subject involves observation, experimentation, and
investigation of living organisms and natural processes. Through
inquiry-based learning, students can:

• Develop deeper understanding of biological concepts

• Improve scientific reasoning and analytical skills
• Enhance curiosity and interest in Biology
• Build confidence in solving scientific problems
• Apply biological knowledge to real-life situations

By actively participating in experiments, field observations, and

investigations, students gain practical experience that helps them
understand theoretical concepts more effectively.

Concept of Academic Performance in Biology

Academic performance refers to the level of achievement attained by

students in their educational activities. It is usually measured through
tests, assignments, examinations, and other forms of assessment.
Academic performance reflects the extent to which students have
successfully understood and mastered the learning objectives of a
subject.

In the context of Biology education, academic performance represents

students’ ability to understand biological concepts, apply scientific
knowledge, and demonstrate practical skills related to the subject.
Students’ performance in Biology is often evaluated through written
examinations, laboratory practicals, and continuous assessments.

Academic performance in Biology can be influenced by several

factors, including teaching methods, students’ interest in the subject,
availability of learning resources, teacher competence, and classroom
environment.

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Good academic performance in Biology is important because it
prepares students for further education and professional careers in
science-related fields. Students who perform well in Biology are more
likely to pursue careers in medicine, pharmacy, nursing, agriculture,
biotechnology, and environmental science.

Indicators of Academic Performance in Biology

Academic performance in Biology can be assessed through several

indicators, including:

Conceptual Understanding

Conceptual understanding refers to students’ ability to grasp the

fundamental principles and ideas underlying biological processes.
Students who understand biological concepts can explain scientific
phenomena, interpret diagrams, and relate theoretical knowledge to
practical situations.

Practical Skills

Biology is a practical-oriented subject that requires students to

develop laboratory and observational skills. Practical skills include the
ability to use scientific equipment, conduct experiments, record
observations, and interpret experimental results.

Application of Knowledge

Application of knowledge involves using learned concepts to solve

problems or explain real-life biological situations. Students who can
apply their knowledge effectively demonstrate deeper understanding
of the subject.

Analytical and Critical Thinking Skills

Analytical skills involve the ability to examine information carefully,

identify relationships, and draw logical conclusions. Inquiry-based

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learning helps students develop these skills, which are essential for
success in Biology.

Relationship Between Inquiry-Based Teaching and Academic

Performance

The inquiry-based teaching method has the potential to improve

students’ academic performance in Biology by promoting active
engagement, deeper understanding, and critical thinking. When
students participate in investigative learning activities, they become
more motivated to learn and are better able to retain information.

Research in science education suggests that students taught through

inquiry-based methods often perform better academically than those
taught through traditional lecture methods. This improvement occurs
because inquiry-based learning allows students to develop a deeper
understanding of scientific concepts rather than relying solely on
memorization.

Therefore, adopting inquiry-based teaching method in Biology

classrooms may help improve students’ academic achievement and
overall interest in the subject.

2.2 Theoretical Framework

This study is based on the following theories:

Constructivist Theory – Jean Piaget

Jean Piaget emphasized that learners construct knowledge through

active engagement with their environment. Learning occurs when
students assimilate and accommodate new information.

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Inquiry-based teaching aligns with this theory because students
actively participate in constructing knowledge rather than passively
receiving information.

Discovery Learning Theory – Jerome Bruner

Jerome Bruner proposed that learners discover concepts best through

exploration and problem-solving. He argued that discovery learning
enhances retention and understanding.

2.3 Empirical Studies

Several studies have shown positive effects of inquiry-based teaching

on students’ performance in science subjects.

Research conducted in Nigerian secondary schools revealed that

students taught using inquiry-based methods achieved significantly
higher mean scores than those taught using lecture methods.
Other studies found that inquiry-based teaching improves students’
interest, motivation, and retention of knowledge.

However, challenges such as lack of laboratory equipment,

overcrowded classrooms, and inadequate teacher training were
identified as constraints.

2.4 Summary of Literature Review

The literature reviewed indicates that inquiry-based teaching method

enhances academic performance in science subjects. However, limited
research exists on its effect among SS2 students in AMAC. This gap
justifies the present study.

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CHAPTER THREE
3.1 Research Design

This study adopts a quasi-experimental research design, specifically

the pre-test and post-test control group design, to investigate the effect
of inquiry-based teaching method on students’ academic performance
in Biology among Senior Secondary Two (SS2) students in Abuja
Municipal Area Council (AMAC).

A quasi-experimental design is a type of research design that allows

the researcher to examine the effect of an independent variable on a
dependent variable without randomly assigning participants to groups.
In educational research, this design is commonly used because it is
often not possible to randomly assign students to different classes due
to existing school structures.

In this study, two groups of students will be used: the experimental

group and the control group. The experimental group will be taught
Biology using the inquiry-based teaching method, while the control
group will be taught using the conventional lecture method, which is
commonly used in many secondary school classrooms.

Before the treatment begins, both groups will be given a pre-test using
the Biology Achievement Test (BAT). The purpose of the pre-test is
to determine the students’ initial level of knowledge and ensure that
both groups are relatively similar in their academic ability before the
instructional treatment.

After the pre-test has been administered, the researcher will introduce
the treatment. The experimental group will receive instruction through
inquiry-based teaching method, which involves active learning
activities such as questioning, investigation, experimentation, and
problem-solving. During this process, the teacher will guide students
to explore biological concepts, formulate hypotheses, conduct simple
investigations, and discuss their findings.

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On the other hand, the control group will be taught the same Biology
topics using the traditional lecture method. In this method, the teacher
will explain the concepts verbally while students listen, take notes,
and respond to questions when necessary.

The treatment period will last for a specified duration, usually

between four and six weeks, depending on the school timetable and
the selected Biology topics.

At the end of the treatment period, both groups will be given a post-
test using the same Biology Achievement Test (BAT). The purpose of
the post-test is to measure students’ level of learning after the
instructional treatment.

The scores obtained from the pre-test and post-test will then be
compared to determine whether there is any significant difference in
the academic performance of students taught using inquiry-based
teaching method and those taught using the lecture method.

The quasi-experimental pre-test and post-test control group design is

considered appropriate for this study because it allows the researcher
to measure changes in students’ academic performance before and
after the instructional intervention. It also helps in determining
whether the observed improvement in students’ performance can be
attributed to the inquiry-based teaching method.

Thus, the research design enables the researcher to evaluate the

effectiveness of inquiry-based teaching method in improving the
academic performance of SS2 Biology students in Abuja Municipal
Area Council.

3.2 Area of the Study

The study will be conducted in the Abuja Municipal Area Council

(AMAC), which is one of the six area councils in the Federal Capital

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Territory (FCT). The Federal Capital Territory is the administrative
capital of Nigeria and serves as the center of government and national
administration.

Abuja Municipal Area Council is the largest and most developed area
council within the Federal Capital Territory. It includes several urban
and semi-urban communities such as Wuse, Garki, Maitama,
Asokoro, Nyanya, Karu, Jikwoyi, Gwarinpa, and other surrounding
districts. These areas contain numerous educational institutions
including primary schools, secondary schools, and tertiary
institutions.

AMAC has a large population of students enrolled in both public and

private secondary schools. Many of these schools offer science
subjects including Biology at the senior secondary school level. The
presence of a significant number of secondary schools makes the area
suitable for conducting educational research.

In addition, the schools within AMAC operate under the educational

policies and curriculum guidelines established by the Nigerian
government and implemented through the Federal Capital Territory
Education Secretariat. These schools prepare students for external
examinations conducted by bodies such as the West African
Examinations Council and the National Examinations Council.

Despite the availability of educational facilities in the area, concerns

have been raised regarding students’ academic performance in science
subjects, particularly Biology. Many students still encounter
difficulties in understanding certain biological concepts, which may
be partly related to the teaching methods used in classrooms.

Therefore, Abuja Municipal Area Council provides an appropriate

setting for this study because it contains a diverse range of secondary
schools and students. Investigating the effect of inquiry-based
teaching method on students’ academic performance in Biology
within this area will provide useful insights into how teaching

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strategies can influence learning outcomes among Senior Secondary
Two (SS2) students.

3.3 Population of the Study

The population of the study consists of all Senior Secondary Two

(SS2) students offering Biology in selected secondary schools within
AMAC.

3.4 Sample and Sampling Technique

A sample of SS2 students will be selected using simple random

sampling technique. Two intact classes from selected schools will be
used. One class will serve as the experimental group, while the other
will serve as the control group.

3.5 Instrument for Data Collection

The main instrument that will be used for data collection in this study
is a Biology Achievement Test (BAT) developed by the researcher.
The Biology Achievement Test will be designed to measure the
academic performance of Senior Secondary Two (SS2) students in
Biology after they have been taught selected topics using different
teaching methods.

The Biology Achievement Test will consist of two sections. Section A

will contain multiple-choice questions, while Section B will consist of
short answer or structured questions that require students to provide
brief explanations or responses based on their understanding of the
subject matter.

The multiple-choice questions will be designed to test students’

knowledge, comprehension, and understanding of the selected
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Biology topics. Each question will have four options from which
students will select the correct answer. The structured questions will
assess students’ ability to explain biological concepts, interpret
scientific information, and apply their knowledge to solve problems.

The test items will be developed based on the Senior Secondary

School Biology curriculum and will cover selected topics taught
during the study period. These topics may include areas such as
ecology, cell structure and organization, nutrition, genetics, and other
relevant SS2 Biology topics. The questions will be carefully
constructed to ensure that they adequately measure students’
understanding of the concepts taught.

The Biology Achievement Test will be administered to both the

experimental group and the control group at two different stages of
the study. First, it will be used as a pre-test before the teaching
intervention begins. The purpose of the pre-test is to determine the
students’ initial level of knowledge in Biology and to ensure that both
groups are comparable before the treatment.

After the teaching intervention has been completed, the same test will
be administered again as a post-test. The purpose of the post-test is to
determine the extent to which students have learned the Biology
concepts after being taught using either the inquiry-based teaching
method or the conventional lecture method.

The scores obtained from the Biology Achievement Test will serve as
the primary data for the study. These scores will be analyzed using
appropriate statistical methods to determine whether there is a
significant difference in the academic performance of students taught
using inquiry-based teaching method and those taught using the
lecture method.

The use of a Biology Achievement Test as an instrument for data

collection is appropriate for this study because it provides objective
and measurable evidence of students’ academic performance. It also

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allows the researcher to compare the effectiveness of different
teaching methods in improving students’ understanding of Biology
concepts.

3.6 Validity of the Instrument

Validity refers to the extent to which a research instrument measures

what it is intended to measure. In other words, validity ensures that
the instrument used in a study accurately measures the variable under
investigation. For this study, the instrument used for data collection
was the Biology Achievement Test (BAT), which was designed to
measure the academic performance of Senior Secondary Two (SS2)
students in Biology after exposure to different teaching methods.

In order to ensure the validity of the instrument, the Biology

Achievement Test was carefully developed based on the objectives of
the study and the Senior Secondary School Biology curriculum. The
test items were constructed to reflect the Biology topics selected for
the teaching experiment and to assess students’ understanding,
knowledge, and ability to apply biological concepts.

To establish the validity of the instrument, the draft copy of the

Biology Achievement Test was submitted to experts in Biology
education and specialists in measurement and evaluation. These
experts carefully examined the test items to determine whether they
were appropriate for measuring students’ academic performance in
Biology. They also ensured that the questions were relevant to the
research objectives and suitable for the academic level of Senior
Secondary Two students.

During the validation process, the experts assessed several aspects of

the instrument. First, they examined the content coverage of the test to
ensure that the questions adequately represented the selected Biology
topics. This helped to ensure that the test measured the intended
learning outcomes.

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Second, the experts evaluated the clarity and structure of the
questions. They ensured that the wording of the questions was simple,
clear, and understandable to the students. Ambiguous or confusing
questions were identified and corrected to improve the quality of the
instrument.

Third, the experts reviewed the appropriateness of the test items in

relation to the students’ level of knowledge. This ensured that the
questions were neither too difficult nor too easy for SS2 students.
They also ensured that the multiple-choice questions had correct
answers and well-constructed alternatives.

After the experts completed their review, they made useful

suggestions and recommendations for improving the instrument.
Based on these suggestions, necessary corrections and modifications
were made to the Biology Achievement Test. Some questions were
reworded for clarity, some options were adjusted, and certain items
were revised to better reflect the Biology curriculum.

The process of expert review and correction helped to improve the

quality of the instrument and ensured that the test items were suitable
for measuring students’ academic performance in Biology. Through
this process, the Biology Achievement Test achieved content validity,
meaning that it adequately covered the relevant Biology topics and
accurately reflected the objectives of the study.

Therefore, the validation process ensured that the instrument was

appropriate, accurate, and suitable for collecting reliable data for the
study. This helped to increase the credibility and trustworthiness of
the research findings.

3.7 Reliability of the Instrument

Reliability refers to the consistency and stability of a research

instrument in measuring what it is intended to measure. In other

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words, a reliable instrument produces consistent results when it is
administered repeatedly under similar conditions. Reliability is
important in research because it helps to ensure that the data collected
are dependable and accurate.

In this study, the reliability of the Biology Achievement Test (BAT)

was determined in order to ensure that the instrument consistently
measured the academic performance of Senior Secondary Two (SS2)
students in Biology. To achieve this, the test-retest method was used
to establish the reliability of the instrument.
The test-retest method involves administering the same test to a group
of students on two different occasions and comparing the results
obtained from both administrations. For this study, the Biology
Achievement Test was first administered to a group of SS2 students in
a secondary school that was not included in the main study. These
students were selected because they possessed similar characteristics
to the students who would participate in the actual research.

After the first administration of the test, the researcher waited for a
period of about two weeks before administering the same test to the
same group of students again. This time interval helped to reduce the
chances of students remembering their previous answers while still
ensuring that their level of knowledge remained relatively stable.

The scores obtained from the first test and the second test were then
compared to determine the level of consistency between the two sets
of results. The reliability coefficient was calculated using an
appropriate statistical method. A reliability coefficient of 0.70 or
above was considered acceptable for the study, indicating that the
instrument was reliable.

The result obtained showed that the Biology Achievement Test had a
satisfactory reliability coefficient, which indicated that the instrument
was consistent in measuring students’ academic performance in
Biology.

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Therefore, the Biology Achievement Test was considered reliable and
suitable for use in collecting data for the study. The reliability of the
instrument ensured that the results obtained from the research were
dependable and could be used to draw meaningful conclusions about
the effect of inquiry-based teaching method on students’ academic
performance in Biology.

3.8 Procedure for Data Collection

1. Pre-test administered to both groups.

2. Teaching conducted for 4–6 weeks.
3. Experimental group receives inquiry-based instruction.
4. Control group receives lecture-based instruction.
5. Post-test administered.
6. Scores recorded for analysis.

3.9 Method of Data Analysis

Data will be analyzed using:

• Mean and Standard Deviation

• Independent Sample t-test
• 0.05 level of significance

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