Effects of Field-Trip and Inquiry-Based Instructions on Interest among Secondary School Biology Students in Lere Education Zone, Kaduna-Nigeria

This study sought to find out the “Effects of Fieldtrip and Inquiry-Based Instructions on Interest among Secondary School Biology Students in Lere Education Zone, Kaduna, Nigeria”. The study adopted a pretest-posttest quasi-experimental, control-group design. The population comprised all 1979 senior secondary school Biology students in Lere zone. A sample consisting of 163 students randomly selected from three coeducational schools in Lere Education Zone participated in the study. The experimental group A, having 55 students and group B, having 56 students, were taught Ecology concepts using Fieldtrip and inquiry-based instruction, respectively while the control group having 52 students were taught using lecture method. One validated instrument called Students' Ecology Concept Interest Questionnaire (SECIQ) with r=0.72 was used to gather data. Two objectives, research questions, and Null Hypotheses guided the research. The hypotheses were tested at p≤0.05 level of significance. Non-parametric comparisons were applied to post-test mean ranks. Statistics revealed that a significant difference existed in interest shown by SSS Students when they are taught using fieldtrip, inquiry and lecture teaching methods in favor of the experimental groups. Based on the findings, the following recommendations were made; the use of field-study and inquiry-based instruction should be encouraged among teachers of Biology to boost student’s interest; Fieldtrip and Inquiry-based Instruction should also be encouraged to promote the learning of Biology by both male and female students