Philip Osarobu Isanbor

This study investigated the effect of Inquiry-Based Learning (IBL) on senior secondary students’ academic performance in Physics in selected secondary schools within Ovia North East Local Government Area, Edo State. The research aimed to establish the extent to which inquiry-based learning is used and its relationship with students’ academic performance, examine the relationship between the use of inquiry-based learning and students’ performance in physics based on school location (urban vs. rural), examine the relationship between the use of inquiry- based learning and students’ performance in physics based on school ownership (public vs. private), examine the relationship between the use of inquiry-based learning and students’ performance in physics based on the sex of physics teachers, compare the difference in the relationship between the use of inquiry-based learning and students’ performance in physics based on teachers’ qualifications. A descriptive-survey design was adopted. The population of this study will consist of all 2024/2025 academic session of secondary school in Ovia North East Local Government Area, Edo State. Collected data were analyzed using descriptive statistics (means, standard deviations) and inferential tests (t-tests and other appropriate tests) to test for significant relationships and group differences at the 0.05 significance level. Key findings indicate that teachers in the sampled schools use IBL to varying degrees and that, overall, higher levels of IBL use were associated with better student performance in physics. Statistical analysis showed a significant positive relationship between the use of IBL and students’ academic achievement in physics. Subgroup analyses revealed notable differences: for example, the use of IBL and/or its impact on performance differed significantly between urban and rural schools, and there were significant variations linked to teacher qualifications and school ownership in some comparisons. Where t-tests were performed, some contrasts produced statistically significant results (p < 0.05), suggesting that contextual and teacher variables moderate the effectiveness of IBL. The study concludes that IBL is an effective instructional approach for improving physics learning outcomes in the Ovia North East LGA, Edo State. But its success depends on contextual factors such as school location, available resources, teacher training and qualifications, and institutional support. Recommended actions include targeted professional development in IBL methods for physics teachers, improved provision of teaching resources and laboratory facilities (especially in rural schools), integration of IBL into school-level lesson planning and assessment, and policies encouraging adoption of inquiry practices across both public and private schools