Dr Mary Ideba Anari, Francis Betianabeshie Agim, Dr Joy Joseph Obi & Onyebuchi Comfort Amarachi
Abstract
This study investigated the Impact of inquiry-based learning on student engagement and conceptual understanding in science in Calabar South Local Government Area of Cross River State, Nigeria. The study adopted pre-test, post-test quasi-experimental research design. Four research questions and hypotheses guided the study. The sample comprised of 100 Senior Secondary II (SSII) students drawn from a population of 2,700 students in the study area. The research instruments were researchers’ made test tagged Chemistry Achievement Test (CAT) with a reliability estimate of 0.80 using Kudder Richardson R-20, and student engagement questionnaire with a reliability index of 0.70 using Cronbach alpha reliability estimate. The data collected were analysed using mean, standard deviation and ANCOVA. The results revealed that students’ level of engagement and conceptual understanding of the concept taught was statistically significant in favour of students in the inquiry-based learning group. It is recommended that chemistry and science teachers should integrate inquiry-based learning in science classroom to enhance students’ understanding of science concept and to increase active student engagement in a science classroom.