EFFECT OF INQUIRY-BASED LEARNING ON THE

ACADEMIC PERFORMANCE OF COMPUTER STUDIESIN SECONDARY

SCHOOLS IN ISIALA NGWA NORTH LOCAL GOVERNMENT AREA,
ABIA STATE

BY

UWALAKA EMMANUEL IKENNA

MOUAU/COMPED/17/100111

DEPARTMENT OF SCIENCE EDUCATION

COLLEGE OF EDUCATION

MICHAEL OKPARA UNIVERSITY OF AGRICULTURE,UMUDIKE,

ABIA STATE, NIGERIA

JANUARY, 2023
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 EFFECT OF INQUIRY-BASED LEARNING ON THE ACADEMIC
PERFORMANCE OF COMPUTER STUDIES IN SECONDARY SCHOOLS
IN ISIALA NGWA NORTH LOCAL GOVERNMENT AREA, ABIA STATE

BY

UWALAKA EMMANUEL IKENNAMOUAU/COMPED/17/100111

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENT FOR THE AWARD OF B.SC DEGREE (B.Ed) IN
DEPARTMENET OF SCIENCE EDUCATION, COLLEGE OF
EDUCATION, MICHAEL OKPARA UNIVERSITY OF AGRICULTURE,
UMUAHIA, ABIA STATE NIGERIA

SUPERVISOR: MR. A. K. IHUEZE

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 DECLARATION

I, uwalaka Emmanuel Ikenna with the registration number

MOUAU/COMPED/17/100111, in the department of computer science education
hereby declear that this project work has not been previously either wholly or part
for the award of any degree in any university or higher institution in this country.

……………………………………… ………………………………….
Uwalaka Emmanuel Ikenna Date

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 CERTIFICATION

This is to certify that this project “EFFECT OF INQUIRY-BASED LEARNING ON

THE ACADEMIC PERFORMANCE OF COMPUTER STUDIES IN
SECONDARY SCHOOLS IN ISIALA NGWA NORTH LOCAL GOVERNMENT
AREA, ABIA STATE” was carried out by
Uwalaka Emmanuel Ikenna (Mouau/Comped/17/100111) under supervision.

................................................... ..............................................
Mr. A. K. Ihueze Date

(Supervisor)

......................................................... .................................................
Dr. Mrs. N. Kalu Uche Date

(Head of Computer Science Education)

………………………………………………
…….……………………………
…………
Prof. Pst. U. N. Akanwa Date

(Dean of Science Education)

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 DEDICATION

This dissertation is dedicated to God Almighty, the giver of life, wisdom and strength,
for his guidance, protection and wonderful provision all through the period of
carrying out this work.

This work is also dedicated to my parents Mr. and Mrs. Uwalaka and my siblings for
their care and prayers.

To my lecturer and my supervisor Prof. Mr. A. K. Ihueze.

To my H.O.D. and to all other of my lecturers for their support and inspiration.

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 ACKNOWLEDGEMENTS

Adoration and praise be Yours most merciful Father (God) who gave me the powerto
begin this work and end it to the glory of His holy name.

Without reservation, I give gratitude and thanks to my highly esteemed supervisor

Mr. A. K. Ihueze with honour for her papal guidance and care.

A remarkable appreciation to my H.O.D, Dr. Mrs. N. Kalu Uche and to all my

lecturers.

With heart felt gratitude and love, I thank my parents Mr. and Mrs. Uwalaka for
their unalloyed support to me throughout my year of study.

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 ABSTRACT

The method of instruction used by the teacher can potentially motivate or dispirit
learner’s interests in a course and could also influence their learning outcomes. The
traditional teaching approach is beginning to prove ineffective, hence the need for
adoption of more flexible and interactive approach like the inquiry-based learning
approach. The study examines the impact of inquiry-based learning method on
Computer Studies learning. A total of 140 secondary school students located in Isiala
Ngwa North local government area, Abia State. They were selected using simple
random sampling technique, and were divided into two major groups; Experimental
Group and Control group. The Experimental Group was taught using the inquiry-
based learning method, while the Control group was taught using traditional method.
We conducted an Achievement test to investigate the effects of Inquiry- based
learning approach on the student’s learning outcomes. The post-test results show that
inquiry-based learning method had significant positive effects on the student’s
learning interests and academic achievements. The post-test mean score of the
experimental group indicates higher academic achievements than that of the control
group, showing an increase in both student’s learning interests and academic
achievement after the treatment. The study establishes that inquiry-based learning
method presents a transformative alternative to the prescriptive didactic method by
giving more opportunities to learners to engage in self-directed learning, exploration
and discovery of many possible ways to solve problems on their own.

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 TABLE OF CONTENTS

Title page
Declaration
Certification
Dedication
Acknowledgements
Abstract

Table of contents
List of tables

CHAPTER ONE: INTRODUCTION

1.1 Background to the study

1.2 Statement of problem

1.3 Purpose of study

1.4 Research Questions

1.5 Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework

2.1.1 Computer Education

2.1.2 Instructional Strategies in the Teaching of Computer

2.1.3 Traditional method

2.1.4 Concept of Performance

2.1.5 Academic Performance in Computer

2.1.6 Factors Affecting Students’ Performance in Computer

2.2 Theoretical Framework

2.3 How the theory affects the work

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Procedure

3.4 Instrumentation

3.5 Administration of Treatment

3.6 Procedure for Data Collection

3.7 Method of data Analysis

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CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS

4.1 Analysis of personal data distribution

4.2 Analysis of Research Questions

4.3 Hypotheses Testing

4.4 Major findings of the study

4.5 Discussions of result

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

5.2 Recommendations

5.3 Suggestions for further studies

Reference
Appendix

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 LIST OF TABLES

Table 1: Population of study

Table 2: Experimental Group (EG) and Control group (CG)

Table 3: Grouping

Table 4: Location of schools

Table 5: Sex

Table 6: Mean score of computer studies students who were taught using an inquiry-
based learning method versus those who were taught using a traditional learning
method.

Table 7: Mean Academic performances in the pretest and posttest academic

performance of students taught with inquiry teaching method.

Table 8: Mean score of male and female inquiry-based learning method

Table 9: mean scores between male and female students taught using traditional
methods.

Table 10: Independent t-test sample statistics in the computer academic performance
of Experimental and control group’s secondary school students ofNbawsi.

Table 11: Academic performance of Computer Students in Secondary Schools in

Nbawsi, Isiala Ngwa Local Government Area, Abia state.

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