THE INFLUENCE OF INQUIRY-BASED LEARNING ON STUDENTS’ PERFORMANCE IN BIOLOGY IN EGOR LOCAL GOVERNMENT AREA IN EDO STATE.

This study investigated the influence of inquiry-based learning on students’ academic performance in Biology in selected secondary schools in Egor Local Government Area of Edo State. The study adopted a descriptive survey research design, using a structured questionnaire as the main instrument for data collection. A total of 100 SS2 students were randomly selected from five secondary schools within the study area. The data collected were analyzed using mean scores, standard deviation, frequency, and percentage to answer the research questions that guided the study. The findings revealed that students taught through inquiry-oriented strategies demonstrated better understanding, participation, and retention of Biology concepts compared to those taught through conventional methods. The study also found that inquiry-based learning increased students’ motivation, curiosity, and willingness to collaborate with peers. However, challenges such as inadequate laboratory facilities, large class sizes, and limited time hindered full implementation of inquiry-based teaching. Based on these findings, the study concluded that inquiry-based learning significantly enhances students’ academic performance and engagement in Biology. It therefore recommended that teachers be adequately trained on the use of inquiry methods, laboratories be well-equipped, and policies be put in place to support practical, student-centered approaches in the teaching of science subjects.