EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS’ PERFORMANCE IN SECONDARY SCHOOL PHYSICS (WUDIL L.G.A)

ABSTRACT Physics, as a fundamental science subject, plays a crucial role in technological and scientific advancements. However, many secondary school students struggle with physics due to abstract concepts, lack of engagement, and traditional teaching methods. This study examines the effect of Inquiry-Based Learning (IBL) on students' performance in secondary school physics in Wudil L.G.A., focusing on academic performance, student engagement, and problem-solving skills. A mixed-methods research design was adopted, involving 200 students and 20 physics teachers from selected secondary schools. Quantitative data was collected through pre-tests and post-tests, while qualitative data was obtained through questionnaires and teacher interviews. The collected data was analyzed using SPSS for statistical analysis and thematic analysis for qualitative responses. Key findings indicate that students exposed to Inquiry-Based Learning (IBL) demonstrated a 25-30% improvement in physics test scores compared to those taught using traditional lecture-based methods. Additionally, 85% of students reported higher engagement levels, and 90% of teachers acknowledged that IBL enhanced students’ critical thinking and problem-solving skills. However, challenges such as lack of teacher training, inadequate laboratory resources, and large class sizes were identified as barriers to effective IBL implementation. The study concludes that IBL significantly improves physics learning outcomes and recommends that schools adopt a blended learning approach combining IBL with traditional methods. It also suggests teacher training programs, government investment in laboratory infrastructure, and curriculum modifications to facilitate IBL adoption in Nigerian secondary schools.