References
Adejo, L. O. (2015). Effects of inquiry method on academic performance of chemistry students in senior secondary schools in Kaduna State, Nigeria. Unpublished M.Ed Dissertation of Ahmadu Bello University, Zaria. Ali, F., Adamu, Z. E., Kuta, I. I. & Tukura, C. S. (2020). Effectiveness of peer-led guided inquiry strategy on low-achievers’ retention of Biology concepts in Paiko, Niger State Nigeria. International Journal of Educational Research, 3(10), 10 – 22. Annan, S. T., Adarkwah, F., Abaka-Yawson, A., Sarpong P. A., & Santiago, P. K. (2019). Assessment of the inquiry teaching method on academic achievements of students in biology education at Mawuko Girls School, Ho, Ghana. American Journal of Educational Research, 7(3), 219 – 223. Azowenunebi, L. O., Adeyemo, S. O., & Babajide, V. F. T. (2019). Effect of inquiry instructional strategy on students' academic achievement in physics in senior secondary schools in Education District II in Lagos State. Education & Science Journal of Policy Review and Curriculum Development, 9(2), 50 – 62. Chibueze, G. I. & Okoye, K. R. E. (2021). Relative effectiveness of cooperative and inquiry learning methods on students’ academic achievement and retention in basic electricity. NAU Journal of Technology & Vocational Education, 6(1), 208 – 218. Dambana, B. T. & Danjuma, S. (2023). Effects of inquiry-based instruction on interest among senior secondary school Biology students in Lere Educational Zone, Kaduna State, Nigeria. Journal of Education in Developing Areas Special Edition, 31(3), 197 – 206. Danjuma, J. P. & Mankilik, M. (2022). Effects of inquiry teaching strategy on senior secondary school students’ retention and achievement in chemistry in Jalingo. BW Academic Journal, 1(1), 10 – 34. Dushimimana, F. & Mugabo, L. (2022). Effects of inquiry-based teaching method on students' academic performance and attitudes towards Chemistry in two selected secondary schools of Bugesera District, Rwanda. Journal of Research Innovation and Implications in Education, 6(2), 44 – 56. Ekpo, C. G. & Is’haq, A. B. (2014). Education and transformation agenda in Nigeria: An appraisal. Journal of Education and Practice, 5(8), 83 – 90. Emmanuel, O., Olodu, G., Omebe, C. A., Egbe, I. & Elom, I. (2024). Effects of guided inquiry instructional strategy on students’ achievement and retention in basic science in secondary schools. Journal of the Nigerian Association of Mathematical Physics, 66, 85 – 98. Enebechi, R. I. (2021). Effect of inquiry-based learning approach on senior secondary school students’ retention in biology. British International Journal of Education and Social Sciences, 8(8), 9 – 19. Ibrahim, M. S., Hamza, M. Y., Bello, M. & Adamu, M. (2018). Effects of inquiry and lecture methods of teaching on students’ academic performance and retention ability among N.C.E 1 Chemistry students of Federal College of Education, Zaria. Open Access Journal of Chemistry, 2(3), 1 – 8. Ijeh, S. B. (2020). Effect of inquiry-based instructional strategy on students’ interest and achievement in mathematics in Delta North senatorial district. Benue State University Journal of Education, 20(2), 27 – 34. Issaka, M. (2018). Effect of inquiry-based teaching method on students’ achievement and retention of concepts in integrated science in senior high school. Texila International Journal of Academic Research, 7(2), 78 – 88. P-ISSN 2695-222X James, J. O., Joda, F. M., & Ugwuadu, R. O. (2024). Effects of guided inquiry teaching strategy on secondary school students’ academic performance and retention in Biology in Adamawa State, Nigeria. International Journal of Multidisciplinary Research in Science, Technology and Innovation, 4(1), 1 – 19. Mensah-Wonkyi, T. & Adu, E. (2016). Effect of the inquiry-based teaching approach on students’ understanding of circle theorems in plane geometry. African Journal of Educational Studies in Mathematics and Sciences, 12, 61 – 73. Mkpa, A. M. & Nwachukwu, J. N. (2019). Guided inquiry versus lecture instructional approach: their effects on Nigerian secondary school students’ academic performance. European Journal of Education Studies, 6(8), 148 – 160. Mwenda, K. S. & Ndayambaje, I. (2021). Effects of inquiry-based teaching on students’ academic achievement in biology in lower secondary schools in Ilala, Dar Es Salaam, Tanzania. Journal of Contemporary Research, 18(4), 2 – 14. Olawuwo, A. F., Bello, R. M., Babagana, M. & Zubairu, A. (2024). Effects of guided-inquiry and problem-solving instructional approaches on Basic Science and Technology students’ achievement and retention among unity colleges in north central Nigeria. International Journal of Library Science & Education Research, 5(8), 99 – 112. Saba, B. K., Bayero, H. I. & Abubakar, I. D. (2019). Effects of inquiry method on students’ academic performance in upper basic social studies in Kwara State, Nigeria. Al-Hikmah Journal of Education, 6(2I, 226 – 232. Sylvanus, T. & Eke, S. (2017). Effect of inquiry teaching strategy on academic achievement of senior secondary school chemistry students in Okrika local government area. International Journal of Education and Evaluation, 3(12), 9 – 14.