Impact of Inquiry-Based Pedagogy on Academic Achievement and Classroom Engagement among Primary School ChildrenTeniola Rachel Oge

Abstract

This study quantitatively examines the impact of inquiry-based pedagogy on academic achievement and classroom engagement among primary school children. A quasi-experimental research design was employed, involving 300 pupils selected from eight public primary schools. Pupils were assigned to either an experimental group exposed to inquiry-based pedagogy or a control group taught using conventional teacher-centered methods over a ten-week period. Data were collected using a standardized achievement test and a classroom engagement scale. Descriptive statistics and inferential statistics, including independent samples t-tests and analysis of covariance (ANCOVA), were used for data analysis. Findings revealed that pupils exposed to inquiry-based pedagogy demonstrated significantly higher academic achievement and engagement than their counterparts in the control group. The study concludes that inquiry-based pedagogy is an effective instructional approach for enhancing children’s learning outcomes in primary education.