Impacts of Inquiry-Based Learning Strategy on Teaching Seasonal Variations in Temperature and Rainfall on Agricultural Productivity among Senior Secondary II Students in Lere Local Government Area, Kaduna State

Abstract

This current study investigated the Effects of Inquiry-Based Learning (IBL) Strategy on Teaching Seasonal Variations in Temperature and Rainfall on Agricultural Productivity among Senior Secondary II Students in Lere Local Government Area, Kaduna State. Guided by the Constructivist Learning Theory (Vygotsky, 1978; Piaget, 1972), the study examined the impact of IBL on students’ understanding of climatic variations, their ability to relate temperature and rainfall to agricultural productivity, and compared outcomes with conventional teaching methods. A quasi-experimental pre-test and post-test control group design was employed. The population consisted of 1,345 SS II Geography students, while a sample of 120 students from four schools was selected using purposive and random sampling techniques. Data were gathered using a validated 30-item Geography Achievement Test (KR-20 = 0.82). Descriptive and inferential statistics (t-test) were used to analyze the data. Findings revealed that IBL significantly improved students’ comprehension and analytical skills compared to traditional methods. The study recommends the adoption of IBL, integration of local climatic data, and continuous teacher training for effective implementation.

KEYWORDS: Inquiry-Based Learning, Seasonal Variations, Temperature and Rainfall, Agricultural Productivity, Geography Education