Effect of Two Instructional (Project And Inquiry ) Strategies on Students’ Achievement in Selected Biological Abstract Concepts

The purpose of this study was to ascertain how two instructional strategies—project and inquiry—affect students' mastery of particular abstract biological concepts. The study used a quasi-experimental pretest-posttest control group design. 120 SS II Biology students were chosen at random from six coeducational schools located in two Local Government Areas (LGAs) in the state of Kwara. Treatment groups were assigned to participants at random. The Biology Student Achievement Test (r=0.88) and the Teachers' Instructional Guide on Project and Inquiry Strategies were the instruments utilised. Two theories were developed and put to the test at the significance level of 0.05. The intervention had a significant main effect on students' achievement on a subset of selected biological abstract concepts (F(2, 107) =12.061; p<0.05, partial η2 = 0.184), according to an analysis of covariance conducted on the gathered data. The students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement values (x ̅ = 17.20), whereas the students in the Project Strategy (PS) treatment group 1 have the highest adjusted mean achievement values (x ̅ = 23.21). It is indicated that PS > IS > CS is the order. The mean growth in accomplishment values for male students was higher at 21.94, compared to 17.13 for female students. Project and inquiry methodologies should be implemented in order to raise students' accomplishment in biology's abstract concepts, according to the findings.