EFFECT OF INTEGRATED INQUIRY-BASED SCIENCE TEACHER PRACTICE ON BASIC EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN TARABA STATE, NIGERIA

Abstract

This study examined the effect of Integrated Inquiry-Based Science Teacher Practice on Basic Education Students’ Performance in Basic Science in Jalingo Education Zone, Taraba State Nigeria. Two specific objectives with corresponding research questions and hypotheses guided the study. The study adopted a quasi-experimental research design of pretest, posttest non-equivalent groups. Out of 4,141population size, 292 was sampled out for the study. Data for was generated using Basic science Performance Test (BSPT). Kuder-Richardson (K-R20) formular was used to determine the reliability index of 0.85 for the BSPT. Mean and standard deviation were used to answer all research questions. While analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result showed significant difference in the mean performance score in favour of students taught Basic Science using integrated-inquiry-based science teacher practice and those taught using guided inquiry instructional strategyand promotes equal performance between male and female students. It was recommended among others that Basic Science Teachers should be encouraged to use integrated inquiry-based science teacher practice Instructional strategy.