Effect Of Inquiry-Based Learning on the Academic Performance of Senior Secondary School Students in Islamic Studies in Ikare-Akoko, Ondo State, Nigeria

Abstract

 This study assessed the effectiveness of the inquiry-based instructional model on the academic performance of senior secondary students in Islamic Studies in Akoko North-East, Ondo State. The study aimed to investigate the relationship between teaching method, students' gender, and achievement in Islamic Studies. The study used a quasi-experimental design and included 73 students. The students were divided into two groups: an experimental group of 42 students and a control group of 31 students. The researchers recorded and analysed pre-test and post-test scores using a t-test and two-way Analysis of Covariance. The results showed that participants' academic performance improved from the pre-test to the post-test. The mean pre-test score was 42.15 ± 8.42, while the mean post-test score was 64.78 ± 12.35. Students taught using the inquiry-based method scored higher on the post-test (M = 72.45, SD = 8.12) than those taught using the conventional method (M = 54.38, SD = 9.45; t = 6.84, p = 0.001). In addition, the study found no significant relationship between gender and academic performance (t = 0.48, p = 0.634) and no significant interaction effect between gender and teaching method (F = 0.25, p = 0.618). The study concluded that the inquiry-based method was more effective than the conventional method in improving the students' achievement in Islamic Studies. The study recommends integrating the inquiry-based instructional methodology into Islamic Studies to promote active learning and critical thinking among students, and that more studies be carried out on the effectiveness of the inquiry-based instructional model.