Research Article

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

DANJUMA SUNDAY1*, Andrew Theresa2, Iliyasu Zakari3
1 DEPARTMENT OF SCIENCE EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA
2 Department of Science Education, Federal University Lokoja, Kogi State, Nigeria.
3 Nigeria-Korea Friendship Institute of Vocational and Advanced Technology, Lokoja, Kogi State, Nigeria.
* Corresponding author: sdkurama@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.710xjgmy
Pages: 208–217
Views: 13
Downloads: 0

Abstract

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

Keywords

effect field trip inquiry-based learning instructions interest biology

References

  1. Abubakar, S. A. (2017). Effect of cooperative learning strategy on the attitude and academic performance of biology students of different cognitive styles in Kaduna State, Nigeria (Unpublished PhD thesis). Faculty of Education, Ahmadu Bello University, Zaria.
  2. Adesoji, F. A. (2018). Managing students' attitude towards science through problem-solving instructional study. Department of Teacher Education, University of Ibadan.
  3. Ahmad, Y. (2014). Effect of field trip on academic achievement and retention of students from rural and urban locations in Zaria Educational Zone, Kaduna State (Unpublished master's thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  4. Aliyu, M. M. (2018). Educational excursions and students' achievement in business studies. Journal of Educational Research and Development, (9) (4), 111–124.
  5. Andrew, T. (2023). Effect of practical activities on science skill acquisition and performance among Biology Students in Zaria Education Zone, Kaduna State, Nigeria. (Unpublished master's dissertation). Department of Science Education, Ahmadu Bello University, Zaria.
  6. Chukwuka, C. N. (2019). The effects of moral dilemma and problem-solving strategies on secondary school students' environmental knowledge, problem-solving achievement, and attitudes in selected ecology concepts in biology (Unpublished PhD thesis). University of Ibadan.
  7. Dallatu, R. Y. (2019). Effects of indoor and outdoor laboratory activity methods on anxiety, retention, and performance among secondary school biology students in Kaduna, Nigeria (Unpublished MEd thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  8. Danjuma, S. (2017). Effects of inquiry-based instruction on acquisition of process skills, interest, and performance in ecology concepts (Unpublished MEd thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  9. Danjuma, S. (2021). Effects of inquiry-based instruction and field trip on performance, retention, interest, and acquisition of social skills among secondary school biology students in Lere Educational Zone, Kaduna State, Nigeria (Unpublished PhD thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  10. Danjuma, S., & Andrew, T. (2024). Effects of field-trip and inquiry-based instruction on performance among secondary school biology students in Lere Educational Zone, Kaduna State, Nigeria. ATBU Journal of Science, Technology and Education, 12(2), 363-374.
  11. Danjuma, S., Olajide, J. O., & Obeka, S. S. (2018). Effect of inquiry-based instruction on interest among secondary school biology students in Lere Educational Zone, Kaduna State, Nigeria. Bayero Journal of Science, Technology and Mathematics Education (BAJOSTME), 1(1), 101–108.
  12. Federal Ministry of Education. (2013). National policy on education (6th ed.). Federal Government Press.
  13. Flowers, A. (2018). Social Skills Improvement System (SSIS). Pearson Education.
  14. Gali, M. (2018). Impact of linear programmed instructional strategy on academic performance among secondary school biology students in Tarauni, Kano State, Nigeria (Unpublished MEd thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  15. Ghumdia, A. A. (2019). Effects of inquiry-based teaching strategy on students' science process skills acquisition in selected biology concepts in secondary schools in Borno State. International Journal of Scientific Research, 1(2), 96–106.
  16. Ibrahim, S. T. (2022). Impact of the 5E teaching cycle on attitude, retention, and performance in genetics among pre-NCE biology students with varied abilities in North-West Nigeria (Unpublished PhD thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  17. Muoneme, J. O. H. (2015). Impact of enrich-lecture method with interactive multimedia board on academic achievement and interest of students in ecology concepts (Unpublished MEd thesis). Faculty of Education, Ahmadu Bello University, Zaria.
  18. Nwokolo, A. A. (2018). Gender and acquisition of science process skills among year one senior secondary school students: Implications for science teaching. In O. O. Busari (Ed.), Proceedings of the 42nd Annual Conference of the Science Teachers Association of Nigeria (pp. 206–209). Heinemann Educational Books.
  19. Obeka, S. S. (2010). Current trends in geographical and environmental education. Ahmadu Bello University Press.
  20. Okeke, E. A. C. (2019). Women in science, technology, and mathematics in Nigeria. In O. O. Busari (Ed.), Proceedings of the 42nd Annual Conference of the Science Teachers Association of Nigeria (pp. 3–13).
  21. Okoye, N. S., Momoh, S. O., Aigbomian, D. O., & Okecha, R. E. (2018). Teachers' quality, instructional strategies, and students' performance in secondary school science. Journal of Instructional Psychology, 1(2), 99–111.
  22. Omiko, A. (2020). Levels of possession of science process skills by final-year students of colleges of education in South-Eastern States of Nigeria. Journal of Education and Practice, 6(27), 94–101.
  23. Rao, V. K. (2017). Science education. APH Publishing Corporation.
  24. Sambo, S. (2008). Research methods in education. Stirling-Horden Publishers.
  25. Sanusi, B. R. (2019). Effects of improvised and standard instructional materials on performance and retention in digestive system among secondary school students in Sokoto, Nigeria. (Unpublished MEd thesis). Department of Science Education, Ahmadu Bello University, Zaria.
  26. Shaibu, A. A. M. (2014). Navigating the maze of students' underachievement in science: Does science education research provide a roadmap? Inaugural lecture, Department of Science Education, Ahmadu Bello University, Zaria.
  27. Shanmugavelu, G., Parasuraman, B., Ariffin, K., Kannan, B., & Vadivelu, M. (2020). Inquiry method in the teaching and learning process. Shanlax International Journal of Education, 8(3), 6–9. http://www.shanlaxjournals.com
  28. Umoh, C. G. (2020). A theoretical analysis of the effects of gender and family education on human resources development. Journal of Curriculum Organization of Nigeria, 10(1), 1–4.
  29. Usman, S. (2021). Impact of the 5Es problem-solving model on science process skills acquisition, performance, and retention in cell physiology among secondary school biology students in Zaria, Nigeria (Unpublished MEd thesis). Faculty of Education, Ahmadu Bello University, Zaria.
  30. Yakubu, A. (2016). Effects of integrating instructional models with lecture method on academic achievement and retention of students of various class sizes in selected biology concepts (Unpublished MEd thesis). Ahmadu Bello University, Zaria.
How to Cite

SUNDAY, D., Theresa, A., & Zakari, I. (2026). Effects of Field-Trip and Inquiry-Based Instructions on Interest among Secondary School Biology Students in Lere Education Zone, Kaduna-Nigeria. Journal of Studies in Science and Mathematics Education, 6(1), 208–217. https://doi.org/10.67203/jossme.2026.710xjgmy

D. SUNDAY, A. Theresa, and I. Zakari, "Effects of Field-Trip and Inquiry-Based Instructions on Interest among Secondary School Biology Students in Lere Education Zone, Kaduna-Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 208–217, August 2026. doi: 10.67203/jossme.2026.710xjgmy

Share this article:
Facebook X / Twitter LinkedIn
Download PDF View Full Text (PDF) Back to Articles