Article Details

This study investigated the Effect of Guided Inquiry Instructional Strategy on Academic Achievement of Secondary School Students in Biology in Federal Capital Territory, Abuja. The study adopted quasi-experimental pretest, posttest and control group research design. The sample of the study was 75stuents (40 males and 35 females) in two intact classes from two secondary schools randomly drawn from the six area councils in Abuja. One class randomly formed the experimental group and the other formed the control group. The experiment lasted for six weeks during which the experimental group was taught by the means of Guided Inquiry while the control group was taught using the Conventional Method. Two research questions were raised and two corresponding null hypotheses were formulated and tested at 0.05 level of significance. One instrument was used for data collection; Cell Division Achievement Test (CDAT) which was validated by experts in Biology Education Department of University of Abuja. The instrument has reliability co-efficient of 0.81 using Kuder-Richardson K-R21. Data collected were analyzed by the use of Means, Standard Deviations and Analysis of Covariance (ANCOVA). The results revealed that:  students exposed to Guided Inquiry instructional strategy achieved significantly better than those taught by means of Conventional Method, gender is not a factor to determine achievement gains in cell division by employing GI. Both gender benefitted after experiment. It is recommended that Guided Inquiry strategy can be used to compliment other methods of teaching cell division.