EFFECTS OF ENHANCED INQUIRY AND 5ESMODEL INSTRUCTIONAL STRATEGIES ON STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOL BIOLOGY

Abstract

Biology is a requirement for further learning, training, and development for many sciences related professional courses. Despite its importance, students’ performance in Senior School Examinations is poor/ inconsistent. Thus, this study investigated the effect of enhanced inquiry and 5esmodel instructional strategies on students’ achievement in Biology. The study adopted the quasi-experimental pre-test, post-test nonequivalent control group research design and was carried out in two educational districts in Lagos State. The instrument used for data collection was the Biology achievement test. Data collected was analyzed using mean and Analysis of Covariance. Results indicated that enhanced inquiry instructional strategy had the most significant effect on students’ achievement while there was no significant gender preference on students’ achievement in Biology.  Mental ability had a significant effect on students’ achievement in Biology. It can therefore be deduced that enhanced inquiry is effective and inspiring. It could substitute the lecture method and enhance students’ achievement. In addition, gender is not a determinant of students’ achievement in biology classes. Recommendations included that teachers should adopt an enhanced inquiry instructional strategy. Teacher educators should be professionally trained on the use of enhanced inquiry so that teachers- in training in turn become aware of the strategy before graduation from school. The teachers should ensure that during group discussion essential values such as not ignoring other students’ ideas are upheld amongst others.