EFFECTS OF PROJECT AND INQUIRY-BASED TEACHING METHODS ON ACADEMIC ACHIEVEMENT OF BUSINESS STUDIES STUDENTS IN JUNIOR SECONDARY SCHOOLS IN ADAMAWA STATE, NIGERIA

Abstract

This study examined the effects of project and inquiry-based teaching methods on the academic achievement of Business Studies students in Junior Secondary Schools in Adamawa State, Nigeria. A quasi-experimental pre-test-post-test non-equivalent control group design was adopted, involving 537 JSS II students from three public secondary schools in Yola Educational Zone. The Business Studies Achievement Test (BSAT), adapted from Junior WAEC past questions, was used for data collection. Mean, standard deviation, and t-tests were employed for data analysis at a 0.05 significance level. Findings revealed that the project teaching method produced the highest post-test mean score (80.54), followed by inquiry-based method (68.35), and lecture method (52.37). Significant differences were found between project and lecture methods (t=35.93, p<0.05), inquiry and lecture methods (t=18.44, p<0.05), and project and inquiry methods (t=11.83, p<0.05). Gender had no significant interaction effect on achievement across the three methods (F=0.358, p=0.699). The study concludes that project and inquiry-based teaching methods are significantly more effective than the lecture method in enhancing students' academic achievement in Business Studies. Recommendations include prioritizing project-based instruction, integrating inquiry-based approaches alongside projects, providing teacher professional development in learner-centered strategies, and implementing gender-inclusive instructional designs.