By Dr Ekpenyong Effiong Ibok & Dr Joseph Effiom-Edem Ntibi
Abstract
This paper investigated the influence of inquiry learning approach on students’ academic achievement in Mathematics and Physics. The research employed pretest-posttest control quasi experimental design. Multi-stage random sampling technique was used to select 100 students who participated in the study. Mathematics/Physics Achievement Test (MPAT), used as Pre-Test (PREMPAT), Post-Test (POSTMPAT) and Post-post test (PPMPAT) were developed by the researchers and validated by experts, with a reliability coefficient of 0.75. Two hypotheses were formulated and tested at 0.05 level of significance. The control group was taught Mathematics and Physics for four weeks using only the conventional method while the experimental group was also taught Mathematics and Physics for four weeks with inquiry learning approach. POSTMPAT was administered to all the subjects after four weeks. Two weeks after the administration of POSTMPAT, the PPMPAT was administered to both groups. The results show that the students taught Mathematics and Physics using inquiry learning approach achieved and retained better than those taught with conventional method. It was also discovered that there is a significant difference between the achievement of male and female students taught Mathematics and Physics using inquiry teaching approach. This method was recommended for adoption in schools to enhance academic achievement.