Application of Inquiry-Based Learning Strategy on Teaching Denudation Processes Among Senior Secondary Schools II of Anchau Zone, Kaduna State

Abstract

This study examined the application of Inquiry-Based Learning (IBL) on teaching denudation processes among Senior Secondary School II students in Anchau Zone, Kaduna State. It investigated the impact of IBL on students' understanding, academic performance, and engagement. Using a quasi-experimental research design, 111 students were selected through random sampling, with 58 in the 
experimental group and 54 in the control group. The study used Achievement Test (Pre-test and Post-test) that included multiple-choice and short-answer questions aligned with the geography curriculum. Data were collected using pre-tests and post
tests through multiple-choice and short-answer questions and analysed using descriptive and inferential statistics (t-test). The study was built based on Kolb’s Experiential Learning Theory (1984) which emphasizes that learning occurs through a continuous cycle of experience and reflection Findings revealed that IBL significantly improved students’ understanding, academic performance, and 
engagement in learning denudation processes. The study supports the integration of IBL strategies into the geography curriculum and emphasizes teacher training and resource provision for successful implementation. It recommends further research 
to evaluate the long-term effectiveness of IBL across other geographical topics and educational contexts, enhancing student-centered learning outcomes in secondary education.