INQUIRY- BASED INSTRUCTIONALSTRATEGY ON SENIOR SECONDARY II STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE COMPREHENSION IN IMO STATE

Abstract

The study investigated the effect of Inquiry based instructional strategy on senior secondary two  students’ achievement in English language comprehension in Obowo Local Government of Imo State. The study adopted a quasi-experimental control design, specifically the pre-test post-test non-equivalent control group design. Two research questions were posed and one hypothesis formulated to guide the study which was carried out in a Government co-education school in Obowo Local Government of Imo State. Eighty-seven (87) SS two students were used for the study.  The study is a quasi- experimental study which employed pretest posttest control design and a 2x1 factorial design.  The instrument used for data collection was the English Language  Achievement Test (ELCAT) developed by the researchers. ELCAT was validated by three experts, and the reliability coefficient using Kuder Richardson (KR-20) was found to be 0.81. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) statistics was used to test the hypothesis at o.o5 significance level. The result revealed that the method was a significant factor in students’ achievement in English language comprehension. Thus, it was confirmed that students taught English language comprehension using Inquiry based instructional strategy performed better than those taught using the lecture method. The result also revealed that gender was not a factor in the achievement of students in English language comprehension. It was recommended among others things that efforts should be made by curriculum experts to incorporate Inquiry based learning strategy into the teaching of English language comprehension.