Effects of Inquiry-Based Learning Strategy on Students’ Academic Achievement in Agricultural Science in Ganye Local Government Area, Adamawa State
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1088Keywords:
Inquiry, Strategy, Achievement, Agriculture, QualityAbstract
This study determined the effects of inquiry learning strategy on students’ academic achievement in Agricultural Science in Ganye Local Government Area of Adamawa State for socio-economic development. The study was guided by three research questions and three hypotheses were formulated and tested. A quasi-experimental research design of non-randomized pretest, post-test control group was adopted. The population comprised all Senior Secondary School (SSS) II Agricultural Science students in Ganye Local Government Area of Adamawa State. The sample consisted of 145 SSS II Agricultural Science students. Data were generated using Agricultural Science Achievement Test (ASAT). The ASAT was validated and subjected to reliability analysis using Kuder-Rechardson (KR-21) formula which yielded coefficient of 0.79. Data collected for the study were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings revealed that there was a significant difference in the mean achievement scores of students taught Agricultural Science using inquiry strategy and those taught using lecture method (p = 0.000< 0.05); There was no significant difference in the mean achievement scores between male and female students taught Agricultural Science using inquiry strategy (p = 0.001 < 0.05). The study concluded that inquiry strategy enhanced students’ achievement in Agricultural Science better than lecture method. It was therefore recommended among others that teachers of Agricultural Science should use inquiry strategy to improve the achievement of students since the strategy had proved effective for quality tertiary education in Nigeria.
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