Project – Effect of Inquiry-Based Teaching Strategies on Students’ Achievement and Retention in Biology in Senior Secondary Schools in Yaba, Lagos-Nigeria

Chapter One: INTRODUCTION

1.1 Background to the Study

Biology at the senior secondary school level plays a vital role in preparing students for careers in health, agriculture, environmental management and related sciences. However, traditional teacher-centred approaches—characterised by didactic lectures and rote memorisation—have been widely criticised for failing to promote deep understanding, scientific reasoning, and long-term retention of biological concepts (National Research Council, 2000).

Inquiry-based teaching strategies (IBTS), grounded in constructivist learning theories, position students as active investigators who pose questions, design investigations, collect and interpret data, and construct explanations. Advocates argue that IBTS fosters higher-order thinking, conceptual change, and improved ability to transfer knowledge to new contexts (Bruner, 1961; Vygotsky, 1978; National Research Council, 2000).

Empirical reviews and meta-analyses indicate that well-implemented inquiry approaches can produce measurable gains in science achievement and conceptual understanding, though effects vary with implementation fidelity, teacher expertise, and the degree of guidance provided (Furtak, Seidel, Iverson, & Briggs, 2012).

In Nigeria, national curriculum documents emphasise the importance of active, student-centred pedagogies for science education (Federal Republic of Nigeria [FRN], 2013). Nevertheless, classroom studies and teacher reports suggest that many secondary school Biology classes remain largely expository, constrained by large class sizes, limited laboratory resources, and teachers’ limited experience with guided inquiry methods. This gap between policy aspirations and classroom practice raises questions about the extent to which IBTS can improve students’ achievement and retention in urban contexts such as Yaba, Lagos—an area that combines diverse school types and resource environments and thus offers a useful setting for empirical investigation.

1.2 Statement of the Problem

Despite curriculum prescriptions and mounting global evidence supporting inquiry-oriented science instruction, many senior secondary school students in Nigeria continue to perform poorly in Biology examinations and exhibit rapid forgetting of previously learned concepts. In Yaba, Lagos, anecdotal and local reports suggest persistent low achievement in external and internal examinations and weak retention of key biological principles across time.

The specific contribution of inquiry-based teaching strategies to improving both immediate achievement and longer-term retention among senior secondary Biology students in Yaba remains under-researched. Without rigorous local evidence, policymakers and educators lack guidance on whether, how, and under what conditions IBTS should be scaled in Lagos secondary schools.

This study therefore seeks to determine the effect of inquiry-based teaching strategies on students’ achievement and retention in Biology in senior secondary schools in Yaba, Lagos-Nigeria.

1.3 Purpose of the Study

The main purpose of this study is to investigate the effect of inquiry-based teaching strategies on senior secondary school students’ achievement and retention in Biology in Yaba, Lagos. Specifically the study aims to:

1. Determine the effect of inquiry-based teaching strategies on students’ immediate achievement in selected Biology topics.

2. Determine the effect of inquiry-based teaching strategies on students’ retention of Biology concepts after a specified interval.

3. Compare the achievement and retention outcomes between students taught using inquiry-based strategies and those taught using conventional (teacher-centred) strategies.

4. Identify contextual factors (e.g., teacher preparation, laboratory availability, class size) that moderate the effectiveness of inquiry-based instruction in Yaba schools.

1.4 Research Questions

The study will be guided by the following research questions:

1. What is the effect of inquiry-based teaching strategies on students’ immediate achievement in Biology in senior secondary schools in Yaba?

2. What is the effect of inquiry-based teaching strategies on students’ retention of Biology concepts after four weeks in senior secondary schools in Yaba?

3. Is there a statistically significant difference in achievement and retention between students taught with inquiry-based strategies and students taught with conventional strategies?

4. Which contextual factors moderate the relationship between inquiry-based instruction and students’ achievement and retention?

1.5 Research Hypothesis

The study will test the following null hypothesis at the 0.05 significance level:

H₀: Inquiry-based teaching strategies have no significant effect on students’ achievement and retention in Biology in senior secondary schools in Yaba, Lagos-Nigeria.

(The corresponding alternative hypothesis is that inquiry-based teaching strategies do have a significant effect.)

1.6 Significance of the Study

This study is significant for several stakeholders:

• Teachers: Findings will provide empirical guidance on the pedagogical benefits (or limits) of IBTS for Biology, helping teachers choose and adapt instructional strategies that improve understanding and retention.

• School Administrators and Curriculum Planners: Evidence from Yaba will inform professional development priorities, resource allocation (e.g., laboratory equipment), and potential curriculum adjustments to support inquiry practices.

• Policymakers and Educational Planners: Results will contribute to policy decisions about scaling inquiry-oriented teacher training programs across Lagos and similar urban settings in Nigeria.

• Researchers: The study will add to the limited body of local empirical literature on inquiry-based science teaching in Nigerian secondary schools and suggest directions for follow-up research on implementation fidelity and sustainability.

• Students and Parents: Improved instructional approaches that enhance achievement and retention can increase student success in examinations and readiness for tertiary science programmes or science-related careers.

1.7 Scope and Delimitation of the Study

The study is delimited to senior secondary schools in Yaba Local Government Area (or educational district) of Lagos State. It will focus on selected Biology topics typically taught in senior secondary classes (e.g., ecology, genetics, human physiology)—the specific topics will be chosen to align with the Senior Secondary Biology syllabus. The study will compare inquiry-based instruction (guided inquiry adapted to local conditions) with conventional teacher-centred instruction over a specified instructional period and will measure immediate achievement and retention after a short interval (e.g., four weeks). The study will not attempt to assess long-term retention beyond the chosen interval, nor will it evaluate affective outcomes (e.g., attitudes toward Biology) in depth—though these may be suggested as areas for future research.

1.8 Operational Definitions of Terms

• Inquiry-based teaching strategies (IBTS): Pedagogical approaches that engage students in asking scientific questions, designing investigations, collecting and analyzing data, and constructing evidence-based explanations (National Research Council, 2000).

• Achievement: Students’ performance on a validated Biology achievement test administered immediately after instruction, reflecting conceptual understanding and problem-solving ability.

• Retention: The extent to which students recall and can apply previously learned Biology concepts as measured by a follow-up test

Project – Effect of Inquiry-Based Teaching Strategies on Students’ Achievement and Retention in Biology in Senior Secondary Schools in Yaba, Lagos-Nigeria