Effect of Inquiry Method on Academic Performance of Pupils in Islamic Studies in Adamawa State.

Abstract

This study is on the impact of inquiry methods on the performance of nomadic primary school pupils in Islamic studies in Adamawa State, Nigeria. It adopts a quasi-experimental design. The population consists of 2,256 primary five pupils, comprising 1,212 males and 1,044 females. A purposive sample of 176 pupils is drawn from six primary schools in Adamawa State. The Islamic Studies Performance Test (ISPT) serves as the data collection instrument, administered in a pre-test and post-test format. Frequency, mean, and standard deviation was used, with an independent t-test applied to test all null hypotheses at a 0.05 level of significance. The findings indicate that pupils taught Islamic Studies using the inquiry method exhibit significantly improved performance in the post-test compared to the pre-test in nomadic primary schools in Adamawa State (0.00 < 0.005). In conclusion, it asserts that pupils tend to grasp ideas in Islamic studies more effectively when taught using the inquiry method. It recommends that Adamawa state government and all relevant stakeholders should organise training for Nomadic teachers on uses of inquiry method of teaching for subjects like Islamic studies.