Abstract:
This study was carried out to ascertain the extent to which Inquiry- Based Science Teaching could be effective on the Junior Secondary School students' achievement in
science. Randomized experimental and control group approach was employed with a
view to enabling the researcher to pin down the effectiveness of the Inquiry Based
Science Teaching. Inquiry-Based Science Teaching Achievement Test (ISTAT) and the
Students’ Attitude Questionnaire on Inquiry Based Science Teaching were used as
research tools. The study sample consisted of 200 male and 100 female(totaling 300
subjects) Junior secondary school third year students out of population of 2,873 in
Hadejia zone. T-test for independent samples and Pearson Product-Moment Correlation
Coefficient(r) using Statistical Package for Social Science (SPSS) were used for data
analysis.Some of the major findings were as follows:1. There is a significant difference
in the achievement of the experimental and the control groups in favor of experimental
group showing that Inquiry-Based Science Teaching Approach is a more suitable
method than the Lecture Method of teaching. 2. There is a significant difference in the
achievement of males and females students exposed to Inquiry-Based Science Teaching
Method in favor of male students.3. there is no significant difference in relationship
between academic achievement in science and attitudes towards science after exposure
to Inquiry-Based Science Teaching that support female to benefit from Inquiry-based
science Teaching.Some recommendations were also given as follows:- :l. Positive
attitudes towards science should be encouraged and develop in the junior secondary
school students,2. it is recommended that a variety of teaching strategies should be
provided or used. The authority should provide educational environments. 3. Gender
stereotype should be discouraged. The home, the school and the society should
encourage both the male and female.
