EFFECT OF GUIDED INQUIRY METHOD ON SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE AND PERFORMANCE IN ISLAMIC STUDIES IN KATSINA METROPOLIS

Abstract

This study examined the effect of the guided inquiry method on senior secondary school students’ attitudes and performance in Islamic Studies in Katsina Metropolis. The study was motivated by concerns that conventional, teacher-centred instruction, which often relies on textbooks and chalkboard teaching, may not adequately address students’ needs, interests and experiences. A quasi-experimental design was adopted. The population comprised 11,636 Senior Secondary II (SS II) Islamic Studies students from 12 senior secondary schools in Katsina State. Using simple random sampling, two intact classes comprising 98 students were selected from public secondary schools and assigned to experimental and control groups. Data were collected using the 40-item Islamic Studies Performance Test (ISPT) and the Islamic Studies Attitude Questionnaire (ISAQ). Descriptive and inferential statistics were used to analyse the data, and the hypotheses were tested at the 0.05 significance level. The findings showed statistically significant differences in performance and attitudes between students taught using guided inquiry and those taught using the conventional method. The study recommends that Islamic Studies teachers consider using guided inquiry and that the Ministry of Education provide workshops and seminars to support teachers in applying the method.