CHAPTER ONE

INTRODUCTION

Background to the Study

Education at secondary level plays a vital role in a student’s life. Education is a tool for

achieving moral, intellectual, cultural and social development of the society. A variety of

factors have been cited to explain poor performance of education, including the nature of

the topics, the attitudes of the students, the lack of teaching resources, and the ineffective

teaching methods. Teachers in secondary schools typically use traditional lecture-based

teaching (this refers to a traditional classroom teaching model where the

teacher/instructor delivers lecture or teach verbally in combination with a projector,

visual display surface and writing surface such as chalkboard or dry- erase whiteboard)

strategies, with a heavy emphasis on lectures and sporadic demonstrations to help

students understand subjects. Yet, these approaches frequently restrict students' ability to

participate, comprehend deeply, and be creative (Adigun, 2020).

Science subjects like Physics, Chemistry & Biology are normally considered complex

subjects especially biology, because of its terminologies and practical nature, it becomes

difficult to teach and learn for both teachers and students. Biology as a subject in science

contributes to knowledge acquisition and scientific skills that can help to understand life

processes and interactions between humans and environment. The subject is essential for

many fields of learning contributing to the national economy such as medicine,

agriculture, biotechnology, and nursing (Ghumdia & Adams, 2017). Science is a field of

human endeavor which seeks to explain accurately the events and circumstances that

exist within our natural environment. It produces law which operates all over nature and

1
when recognized, reduce events and circumstances in nature to orderly and predictable

occurrence (Remi and Akujobi, 2019). Science is important today and it is frequently

used as a means of understanding the process and development of technology. Science is

applied to a variety of disciplines or intellectual activities, which have certain features in

common. Science is usually characterized by the possibilities of marking precise

statements, which are susceptible to some sort of check or proof

(Sivakumar,&Kirubanandhini, 2014).

Science is an activity based subject which involves a lot of manipulations, verifications

through which an inference is drawn. The nature of science differing from other subjects

makes it unique and calls for unique and effective mode of teaching it. It is, therefore,

important that schools utilize effective methods to teach this subject so that students

achieve the planned objectives.

Despite the importance of biology, the level of students’ achievement in biology subject

at secondary school in developing countries remains low and the performance of students

has remained persistently poor for years. Researches revealed that inadequate teaching

methods, coupled with students’ attitude, nature of topics, students’ learning and studying

habits, and lack of teaching resources are among the factors that cause poor

achievements. Some of the causes of the poor performance and achievement includes

inadequate teaching methods used by teachers, insufficient resources, and overloaded

content which does not correspond to the time allocated to the subject content.

Studies have revealed that secondary teachers including Biology teachers mostly rely on

the conventional methods that are mainly lectures, and sometimes few demonstrations to

convey ideas and facts in the teaching and learning process (Olatunde-Aiyedun, TG &
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Ogunode, NJ 2021). Students are passively involved in the teaching, implying they just

listen and receive information from their instructor/teacher. Indeed, teacher-centred

methods limit students’ participation, deep understanding of the concept, and creativity.

Students should be able to communicate effectively and collaborate with others; research

on new ideas; collect, synthesize, and analyze information; develop new products and

apply varied bodies of knowledge to novel problems that arise in the 21st century (Xu, E.,

Wang, W., & Wang, Q. 2023). To achieve this and to improve performance of biology

students it is important to transform the teaching approaches. One way to do this is to use

inquiry strategies in the teaching and learning process.

Inquiry-based learning (IBL) can be defined as a pedagogy in which the teacher delivers

curricula content via inquiry-based activities and students develop an understanding of

the content by participating in actual scientific inquiry (Aparicio-Ting, F. E., Slater, D.

M., & Kurz, E. U. 2019). Also, Kinyota (2020) defined inquiry-based science teaching as

the teaching process that comprises the methods followed by scientists when doing their

studies. According to (Chikaluma, P. H., Opanga, D., & Nsengimana, V. 2022), inquiry-

based learning is an approach in which students learn by discovery; hence facilitates a

deep understanding of the biology concepts and enables students to engage actively in the

learning process.

Inquiry-based learning is such technique that is gaining popularity. It is a student-

centered strategy that stresses active discovery, evidence-based reasoning, and the

creation of scientific knowledge Wang, L. (2023). Constructivist ideas are supported by

inquiry-based learning, which encourages students to make connections between newly

learned material and pre-existing cognitive processes in contexts that require social
3
interaction (Kurniawan, D. A., Perdana, R., & Pratama, R. A. 2021). Not only do science

students use inquiry to find out the truth about the world and the things that happen

around them, but they also use it to come up with ideas and theories that will help them

explain what they have seen with facts, just like scientists do (Russell, T., & Martin, A.

K. 2023). The focus of science education has shifted from rote memorizing to the

development of students' ability to critically analyze and apply scientific information

(Jamil, M., Muhammad, Y., & Qureshi, N. 2021). This is because inquiry based science

learning doesn't rely on passive observations of phenomena from books, but instead

teaches the rules and laws of science through active understanding that requires students

to do research. Students develop skills in areas such as critical thinking, questioning,

research, and problem solving in inquiry-based scientific classes, in addition to learning

scientific facts Asmoro, S. P., & Prayitno, B. A. (2021).

Several studies have shown that implementing an inquiry-based learning strategy

enhances students' higher-order thinking abilities and teaches them how to conduct

scientific research like scientists. (Kurtén, B., & Henriksson, A. C. 2021.; Urdanivia

Alarcon, D. A., 2024;) said that using an inquiry-based learning method helps students

learn the skills they need to be independent and keep learning throughout their lives.

According to Hung, C. S., & Wu, H. K. (2024), examination, inquiry, and finding are all

necessary for a good science education in inquiry-based learning. They also noted that

when students structure their learnings via these methods, they mature into persons who

know how to learn. (Naz, B. A., Iqbal, J., Bakhsh, K., & Ameen, F. (2024) posits that

students acquire psychomotor skills through their interactions with instruments, whereas

4
cognitive abilities are gained through process awareness and an understanding of cause-

and-effect linkages.

Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023)

presented a number of study findings to support her claim that an inquiry-based learning

approach not only improve academic performance and problem-solving skills, but also

fosters critical thinking ability and definitely students' creativity. Inquiry-based learning

improves scientific literacy, conceptual knowledge, critical thinking skills, and

understanding of science (Suwono, H., Rofi’Ah, N. L., Saefi, M., & Fachrunnisa, R.

(2023).

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Statement of Problem

This study aimed to investigate the effectiveness of inquiry based method on biology

students in Ekiti state secondary schools. Student in secondary school in ekiti state

experience difficulties in science subjects especially in biology making excuses that

biology is wide and cannot be covered. Studies revealed that inadequate teaching

methods dominated by teacher-centered traditional or conventional educational strategies

are some of the factors that cause difficulties in learning, which in turn leads to poor

achievements in biology.

While researchers (Zahid Mehboob, Misbah Mehboob, Motunrayo Iyabode Adeyemi

2021), (Bibi Asia Naz, Dr. Javed Iqbal, Dr.Khuda Bakhsh, Fazal Ameen 2024),

(Henriette Manishimwe, William Aino Shivoga, Venuste Nsengimana, 2023) have

emphasized the need for effectiveness of inquiry based learning methods on students

academic performance limited attention has been given to exploring the effectiveness of

inquiry based learning methods on students critical thinking skills and their oral

communication skills.

This research aimed to investigate the perception of students on the effect of inquiry

based learning method on academic performance of biology students, critical thinking of

student and the oral communication aspect of students in secondary schools in Ekiti State

Secondary schools.

To the best of the researchers’ knowledge, no research has been done in the area of

biology students in Ekiti State secondary schools in particular to align this method of

teaching (Inquiry based learning method). Therefore a research into this innovative

strategy and method is needed.

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 Purpose of the Study

The study examined the effect of Inquiry-based learning method on biology students in

Secondary Schools in Ekiti State. The study specifically examined:

i. The difference in the mean score of students exposed to inquiry-based learning

and convention strategy before and after treatment.

ii. The difference in the mean score of student exposed to conventional method

before and after treatment.

iii. The difference in the post test mean score of students in the two groups

Research Questions

The following research questions were raised to guide the study:

i. What is students’ performance in the groups before the treatment?

Research Hypotheses

The following hypotheses were generated for this study:

i. There is no significant difference in the mean score of students exposed to inquiry-

based learning and convention strategy before and after treatment.

ii. There is no difference in the mean score of student exposed to conventional

method before and after treatment.

iii. There is no difference in the post test mean score of students in the two groups

Significance of the Study

This study is expected to be of benefits to students, curriculum planners, school

administrators, instructors, teachers, researchers, government and other stakeholders in

the education sector. Teachers and Student would be able to understand how inquiry-

based learning method is relevant and essential to teaching and learning process, which

7
would develop their interest in the study of biology. A higher level of interest in the topic

may result in improved performance, which in turn may leaf to an increase in the number

of students enrolling in Biology related courses such as Biology Education,

Microbiology, Plant Science, Zoology, Medicine and Agriculture among others. It also

has the potential to establish the appropriate attitude towards the process of learning the

subject.

The findings of this study might assist Biology teachers in determining the teaching

method that most successfully enhances students’ happiness and interaction between

students and teachers. The finding of this study will also help students to understand and

see reasons for critical thinking and why teacher-students interaction is essential. The

findings of this study will also be helpful to those responsible for the development of

curricula and administration in terms of the incorporation of new tactics that will inspire

students and develop their interest in biology and teachers in the process of teaching and

learning.

In addition, the findings of this research might provide a foundation for the State

Ministries of Education to organize workshops, conferences, and in-service training for

teachers teaching biology on how to use effective methods of teaching in teaching and

learning environments.

Delimitation of the study

The study was delimited to the perception of secondary school students on the effect of

inquiry-based learning on biology students learning outcomes in secondary schools in

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Ekiti State. This research work would also be delimited to Secondary schools students in

Ilokun, Ado-Ekiti, Ekiti State.

Definition of Terms

The following terms were operationally defined in the study.

Biology: It is the scientific study of life. It is a natural science with a broad scope, but has

several unifying themes that tie it together as a single coherent field.

Inquiry-based learning: Inquiry-based learning is a learning process that engages

students by making real-world connection through exploration and high level

questioning. It is an approach to learning that encourages students to engage in problem-

solving and experimental learning.

Lecture-based learning: Lecture-based learning is a teaching method characterized by a

more traditional approach, where teachers primarily deliver information, and students

receive it passively. This teaching method focus on information transmission from

teacher to students.

Attitude: is the feeling of students towards the learning of Biology

Gender: It is a phenomenon used to distinguish between male and female sex.

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 CHAPTER TWO

LITERATURE REVIEW

This chapter presents, a review of literature and studies related to this study which
provide bases for this study under the following sub heading.

Conceptual Review

o Concept of Biology Study

o Concept of Teaching and Learning in Science

o Concept of Inquiry Based Learning

o Concept of Inquiry Based Learning on Biology Students Secondary School

Empirical Review

o Effects of Inquriy-Based Learning on Students’ Achievement of Science process

skills in biology subject

Conceptual Framework

Conceptual Review
Concept of Biology Study
Many students question the need for science courses, such as biology, especially when

their area of study is not science related. However, it is becoming increasingly important

for everyone to be able to recognize the power and limitations of science.

Science is a process used to solve problems or develop an understanding of natural events

that involves testing possible answers.

However, biology can be defined as a science that deals with life. The study of biology is

designed to equip aspiring educators with a deep understanding of biological concepts

and theories, as well as the pedagogical skills necessary to effectively teach and engage

students. Students delve into the fascinating world of living organisms, exploring topics
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such as cellular biology, genetics, ecology, physiology, and evolution. They develop a

solid foundation in biological principles, gaining insights into the intricate processes that

govern life on Earth. Alongside their scientific coursework, students also engage in

educational psychology, instructional methods, curriculum design, and classroom

management. They learn how to translate complex biological concepts into engaging and

accessible lessons, catering to diverse learning styles and fostering a passion for science

among their future students.

The field of biology is not only intellectually stimulating but also offers a rewarding

opportunity to inspire the next generation of scientists and contribute to the advancement

of scientific literacy in society. It equips them with the necessary skills to create dynamic

learning environments and foster critical thinking.

Biology gives explanations to body anatomy and physiology, health issues, understanding

microorganism around us, the effects of the microbes, how to control them. Biology is

one of the requirements for studying science and the science related courses in the tertiary

institutions.

The Goals of Biology Study in Secondary Schools

Justifications for Inclusion of Biology in Nigeria Senior Secondary School

Curriculum

According to the West African Senior Secondary School Certificate Examinations’

Curriculum, the justifications for inclusion of Biology in the senior secondary school

curriculum are as follow:

i. Understanding of the structures and functions of living organisms as well as

appreciation of nature;

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 ii. Acquisition of necessary laboratory and fields’ skills in order to carry out and

evaluate experiments and project in Biology;

iii. Acquisition of necessary scientific skills like observing, grouping and interpreting

biological data;

iv. Acquisition of relevant knowledge in biology needed for future and advanced

studies in biological sciences;

v. Acquisition of scientific attitudes for problem solving;

vi. Ability to apply biological principles in everyday life in matters that affect

personal, social, environmental, community health, and economic problems

National Examinations Council (NECO) Curriculum aims at achieving the following:

i. Mastery of the structures and functions of living things;

ii. Appreciation of nature and the needs to conserve it;

iii. Acquisition of an adequate laboratory and field skills of Biology necessary to

carry out and evaluate experiments and projects in Biology;

iv. Ability to observe, group, and interpret data that are related to Biology;

v. Acquisition of meaningful and relevant knowledge in Biology as a prerequisite for

pursuit of careers in Biological science and related discipline;

vi. Acquisition of acceptable scientific attitudes for solving problems;

This implies that when an individual successfully acquired the objectives stated in

WAEC and NECO curriculum, would facilitate such to be scientific literate with

particular reference to Biology.

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Implications of the Present Status of Biology for Scientific Literate Society

The knowledge obtained from Biology is applicable to the following societal problems

and issues:

i. The knowledge of Biology provides explanations for anatomical and physiological

changes per age, sex and time in an individual. If the knowledge is restricted to

science students that offer Biology only, there will be no medium to provide the

needed explanations for the non- sciences students;

ii. Interpretation of genotype result in relation to choosing marriage partners could be

easily understandable via the knowledge of biology which is needed by all

students and not science students only.

iii. The Knowledge of Biology gives explanations to developmental physiological

occurrences such as puberty stage, menstruation and other related concepts

iv. Biology as a science subject provides future hope in career choice for nonscience

students that may after secondary school education choose to study health related

courses

Concept of Teaching and Learning in Science

Students are exposed to many ways of thinking, learning, problem-solving, and decision-

making through the science teaching process. Because it encourages students to examine

their surroundings and look for answers to their questions, science is a crucial topic for

students to study in school. Students are encouraged to examine why things operate and

how they work in science classrooms, and they frequently participate in experiments to

get first-hand knowledge of the answers to their questions. Students are compelled to

inquire and wonder about many topics whenever they come across fresh knowledge.

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According to Serrano-Ausejo, E., & Mårell-Olsson, E. (2024), students are given the

opportunity to investigate their environment and learn new things via the study of

science. It is also an active topic, consisting of activities such as hands-on laboratories

and experiments that students may participate in themselves. Students learn about the

consequences of many scientific concepts by conducting their own experiments.

The way science is taught in schools has an impact on students' conceptions of it. A

better conception of science should be as a means of preparing students to deal with

changes and problems in their life, as opposed to the usual conception of it as a collection

of abstract bodies of information. Instead of being taught as a topic containing facts that

must be memorised, science should be taught as a method and style of thinking.

According to Heilporn, G., Lakhal, S., & Bélisle, M. (2021), in order to guarantee that

students comprehend the scientific topics being taught, teachers need to implement a

variety of learning approaches and tactics. Researchers have consequently urged for a

change away from traditional teaching approaches and towards ones that would allow the

student to develop his or her own knowledge (Samba, R., Achor, E. E., Bash, A., &

Iortim, S. (2020). Constructivism is where you may trace the origins of these approaches.

This approach places an emphasis on the learner. Therefore, it is absolutely necessary to

implement a teaching strategy that may pique the students' interest in science. Science

should be taught in a way that allows students to experiment and engage in group

discussion as they attempt to make sense of assignments and find solutions to difficult

challenges.

The teaching and learning of scientific ideas and processes is emphasized in science

education. Teaching and learning science should focus on providing individuals with the

14
required skills, talents, and competences, both mental and physical, to live in society and

contribute to its 19 growth, as emphasised in the National Policy on Education (FRN,

2014). This is the goal of both the teaching and learning of science. Acquainting students

with the fundamental information, abilities, and mindset required for future employment

in science and fields associated to science comes down to proper teaching and learning of

science in order to attain innovation and total nation al growth. The growth of a nation

depends thus on appropriate teaching and learning.

One of the issues with the educational system pertaining to science and technology in

Nigeria is that it is inadequate. The use of teaching methods that are not suitable for the

subject matter is one of the primary issues that prevents students from achieving their

potential in science. According to Markula, A., & Aksela, M. (2022), many teachers

teach in a way that is too abstract, which results in science classes that are dull and makes

it difficult for students to understand scientific concepts, skills, and principles. Because

the majority of students do not comprehend the fundamental ideas and ideas underlying

scientific fields, it is necessary for students to commit the fundamental ideas and ideas

underlying scientific fields to memory in order to do well on tests. Students have a tough

time reconciling what they have been taught in the classroom with what really occurs in

real-life scenarios because they do not comprehend the concepts and principles of

science. According to Gustafson, A., & Rice, R. E. (2020), the subsequent impact of

inadequate science teaching is the acquisition of random scientific information, which is

detrimental to economic progress. The low quality of science education that students get

in their science classrooms is likely to blame for the drop in scientific competency that

has been seen recently.

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In both the teaching and the learning of science, having a competent level of subject

matter knowledge is also a vital factor. Teaching science requires a teacher to have the

capacity to apply their subject matter expertise, curriculum knowledge, student

understanding, knowledge of teaching resources, classroom management knowledge, and

pedagogy knowledge to promote their students' learning outcomes in science. According

to Riaz, S., Khan, Z., Maqsood, M., & Khan, W. A. (2023), a teacher's teaching

qualification has an effect on both his competency and the calibre of students that are

created. Duc, C. N., Thi, P. N., Hoang, T. N., Dinh, H. L., Hong, L. N., & The, T. N.

(2022), detected a large requirement to ensure a qualitative upgrading of level of teachers'

subject matter competency of staff of teacher education. This finding comes from another

study that is connected to this one. The credentials of teachers have an effect, in a variety

of ways, on the methodology, method, and strategy of delivering the subject matter, and,

as a result, on the interest and performance of the students in the class. The credentials of

the teachers have an effect on their ability to address the demands of the learners, and this

is an essential component in maintaining the learners' interest in learning science.

According to Qobilovna, A. M. (2023), teachers who have a high degree of competence

will inevitably generate students who have a high level of achievement. It follows from

this that the degree of success that students have in science is directly proportional to the

level of expertise that their teachers possess.

If the learner interest is to be caught in the process of teaching and learning science as it

should be, then competence in the subject matter by the teacher should be separated from

the teachers' simple knowledge or mastery of the subject matter. According to Pelletier,

K., McCormack, M., Reeves, J., Robert, J., Arbino, N., Dickson-Deane, C., ... & Stine, J.

16
(2022), it was emphasised that teachers have a variety of roles to play in the process of

teaching and learning, and that they need to be competent in their own area of

specialisation as well as be able to apply a variety of methods and strategies of teaching

and understand the learning processes of students. This was a requirement for teachers.

According to the findings of the same study (Arifudin, O., & Ali, H. R. (2022). in order

for a teacher to be considered competent, he or she must thus have the necessary

knowledge and abilities about the method of teaching. On the basis of these

contributions, it is beneficial to have a solid foundation in the conceptual understanding

of the topic at hand. Having said that, it is preferable to be well-versed in the most

effective method that can be used to convey the concepts to the learners in order to ensure

adequate comprehension. It is possible to refer to the teacher's personal understanding of

the concepts involved in the subject matter as the knowledge or mastery of the subject

matter. On the other hand, the teacher's competence on the subject matter refers to the

teacher's skillful management of his knowledge or mastery of the subject matter towards

the effective learning by learners.

Concept of Inquiry Based Learning

Definition of Inquiry

The term inquiry pertains to the general attributes of student-directed questioning and

problem solving. Al Mamun, M. A., Lawrie, G., & Wright, T. (2022). mentioned that

inquiry defines a learning process which involves an active interaction with the

environment and a constant construction and reconstruction of knowledge through this

interaction. Anderson (2007) pointed out that “what is called inquiry learning in the

literature is very similar to what others call constructivist learning” In accordance with

17
this definition, constructivist methods of learning set the base for inquiry-based learning.

Besides being student-centered, these methods operate by connecting new learning to

existing cognitive structures, they are dependent on discursive, socialized instructional

environments, and they involve a collaborative and cooperative learning process between

students, teachers and other disciplinary masters.

Inquiry Based Learning

When educational activities are observed from past to present, it is seen that the roots of

inquiry-based learning extend back to the famous philosopher Socrates and that it is not

exactly a new method. Socrates pioneered this method by using the inquiry-based

learning approach, also known as “Socratic Learning” that gives the opportunity to

deeply examine ideas and opinions. Inquiry-based learning, which has often been brought

to the agenda since the first years of the 20th century. Today, the focus is on teaching and

learning processes that are rooted in the rapid development of scientific knowledge and

on teaching “how to learn”, how to do research and find information, how to use the

information by applying inquiry-based learning. Along with individual skills, it aims to

develop team work and communication skills Tang, T., Vezzani, V., & Eriksson, V.

(2020).

Inquiry-based learning is a learning approach that enables the learners to be active

throughout the learning process by making them ask questions, analyze the information

and inquire. It develops the skill of using scientific processes (putting forth the problems,

planning experimental processes, making guesses, generating hypotheses, collecting and

analyzing data and interpreting the results) and it makes the learners use their creativity

Inquiry-based learning approach is handled as a centralized and effective approach in

18
science education by National Science Education Standards (NSES), which is assigned

by the National Research Council (NRC) in the United States. It is also described as a

multi-dimensional process in which students make observations, ask questions, research

the already existing information from books and other sources, plan their research,

compare already existing information with experiment results, use tools to analyze,

interpret, discuss and put forth hypotheses, explanations and results (NRC, 2000, 2007).

Students in science courses use inquiry not only to understand the truths about nature and

the things that are happening around them, but also to reach the ideas and theories that

will help them in explaining the factual situations they have observed like scientists

Gyllenpalm, J., Rundgren, C. J., Lederman, J., & Lederman, N. (2022). Thanks to

inquiry-based learning, the focus of science education has changed from memorizing

concepts and phenomena to effectively using both scientific processing skills and critical

thinking skills Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020)

because inquiry-based science learning moves away from book based, passive

observations of phenomena, directly focuses on teaching the principals and laws of

science, and adopts a student-based, active understanding that makes students develop

their research by thinking on their own. In science courses where inquiry is the focus,

students not only learn science topics, but also skills such as logical thinking, asking

questions, doing research and solving daily problems (Germann, 1994). García-Carmona,

A. (2020) stated that the use of inquiry-based learning approach in science teaching in all

levels of education is highly suggested and explained the rationale of inquiry-based

learning as making students acquire the ability to ask questions, determine the learning

material, collect information about the unit and reach conclusions. He also stated that

19
when the students are given the opportunity to discuss the results, learning becomes more

meaningful and permanent.

Since it is a student-centered learning approach that prioritizes critical thinking, solving

problems, making decisions and asking questions, inquiry-based learning allows students

to develop the skills they need throughout their lives. Thus, it helps students to handle the

problems they encounter Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., &

Jatmiko, B. (2023). One of the skills that is used and developed in the process of inquiry-

based learning is the skill of creative thinking. Creative thinking skill enables the

individual to approach the events from different perspectives, understand them differently

and enables them to think what hasn’t been thought. In inquiry-based learning, creative

thinking is required in order to generate hypotheses about the stated research problem.

Creative thinking skills need to be used in trying to apply new methods for collecting

data, creating solutions and reaching a conclusion by interpreting findings Thornhill-

Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-

Bougrine, S., ... & Lubart, T. (2023).

Inquiry-based learning can be applied by using different learning methods in the scope of

the constructivist theory such as project-based learning, problem-based learning,

cooperative learning and example based learning. These methods start with a problem

and stress the process of creation of information by students. All these methods include

inquiry in different forms. These methods that support inquiry and constructivist

approach make students learn science meaningfully.

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Concept of Inquiry Based Learning on Biology Students Secondary School

Because of its varied terminology and practical features, biology is a particularly

complex science subject. However, despite the subject's importance, many developing

nations still have low levels of student accomplishment in biology (Adigun, 2020). A

variety of factors have been cited to explain this poor performance, including the nature

of the topics, the attitudes of the students, the lack of teaching resources, and the

ineffective teaching methods. Teachers in secondary schools typically use traditional

lecture-based teaching strategies, with a heavy emphasis on lectures and sporadic

demonstrations to help students understand subjects. Yet, these approaches frequently

restrict students' ability to participate, comprehend deeply, and be creative (Adigun,

2020).

In light of the shortcomings of conventional teaching techniques, academics support the

use of more interactive pedagogical strategies to improve student comprehension and

engagement (Adigun, 2020). Inquiry-based learning is such technique that is gaining

popularity. It is a student-centered strategy that stresses active discovery, evidence-based

reasoning, and the creation of scientific knowledge (MEB, 2013). Constructivist ideas are

supported by inquiry-based learning, which encourages students to make connections

between newly learned material and pre-existing cognitive processes in contexts that

require social interaction Archer-Kuhn, B., & MacKinnon, S. (2020).

The focus of science education has shifted from rote memorizing to the development of

students' ability to critically analyze and apply scientific information Jamil, M.,

Muhammad, Y., & Qureshi, N. (2021). This is because inquiry based science learning

doesn't rely on passive observations of phenomena from books, but instead teaches the

21
rules and laws of science through active understanding that requires students to do

research.

In inquiry-based activities, students independently or in groups analyze phenomena and

events in order to formulate conclusions. By formulating inquiries, organizing novel

assignments, deriving conclusions, and validating their knowledge, students direct their

own research efforts (Bransford et al., 2000; Branch and Oberg, 2004). Students are

encouraged to assume accountability, convey themselves, and develop self-assurance in

this environment. The implementation of research experiences for students has the

potential to enhance their cognitive frameworks and attitudes towards science.

Individuals who actively engage in inquiry-based learning and derive enjoyment from the

process will retain the information for an extended period of time. They would assume

their societal roles as diligent, problem-solving individuals who fearlessly confront

challenges. In essence, the objective of inquiry-based learning is to cultivate in students

the abilities to think critically, generate their own interpretations, and conduct research

(Spronken-Smith et al., 2008; Mui, 2010). Since scientific inquiry is a method that

prioritizes investigation over the formation of definitive conclusions, instructors utilizing

this method must assist students in concentrating on the research as opposed to forming

absolute judgments (Lim, 2001). While it is indisputable that the most innovative

scientific reasoning occurs when students generate their own inquiries, design

experiments, and derive conclusions through data collection, learning environments that

furnish questions and data and encourage active student participation in analysis and

drawing conclusions are also grounded in scientific inquiry when students' age groups

and levels are considered.

22
Empirical Review

Effects of Inquiry-Based Learning on Students’ Achievement of Science Process

Skills in Biology Subject

According to Wabuke M. Joy, Samikwo C.Dinah, Sr. Mary F. C. Opara and Lazarus O.

Momanyi (2017), they examined the effect of Inquiry-Based Learning on Students’

Achievement of Science Process Skills in Biology Subject. The study investigated the

effectiveness of Inquiry-Based Learning Approach (IBL) on students’ achievement of

Science Process Skills (SPS) among secondary level Biology students. Globally there is

still a challenge in determining which teaching method equips students with both

knowledge and skills which are not only useful for the realization of sustainable

development goals (SDGs), but are also required for the 21st century. The Solomon

Fourfold Non-Equivalent control group design was employed in the study. The study was

carried out in Wareng sub county of Uasin Gishu County, Kenya where there has been

persistent low achievement in Biology subject. The study sample comprised of 220

students selected from form three students in four different mixed day secondary schools.

The sampling techniques used were stratified, systematic and simple random sampling.

The experimental groups received instructions through IBL approach and control groups

using the Traditional Learning (TL) method. Biology Science Process Skills

Achievement Test (BSPSAT) was used for data collection. The results of the study

indicated that students in the experimental groups outperformed the control groups in the

achievement of selected Science Process Skills. It was concluded that IBL had a positive

output on students’ achievement in BSPSAT than the Traditional Learning (TL) method.

23
Teachers of Biology in Kenya should be encouraged to incorporate IBL in teaching so as

to enhance the development of Science Process Skills among secondary school students.

Bibi Asia Naz, Dr. Javed Iqbal, Dr.Khuda Bakhsh, Fazal Ameen, (2024) also examined

Impact of Inquiry-Based Learning on Biology Achievement: An Experimental Study of

District Mardan. This study investigates whether inquiry-based teaching might improve

biology pupil achievement compared to lecture-based methods. For this purpose a true

experimental design—a Pre-test, Post-test equivalent group design was used. The study

compared experimental and control groups to determine how different biology methods

of teaching affect student performance. One hundred (100) students were randomly

selected from these schools and assigned to experimental and control groups based on

their prepared learning styles and academic achievement in Biology pre-test. The study

used the Learning Styles Test to categorize students by learning style and the Biology

Achievement Test (BAT) for pre- and post-test evaluation. The experimental group used

the 5E teaching paradigm for inquiry-based learning for eight weeks, while the control

group got lecture-based training. Their biology topics were the same. These results

support the expanded use of inquiry-based teaching methodologies in secondary

education to improve learning outcomes by showing that they improve Biology academic

achievement across student demographics.

Henriette Manishimwe, William Aino Shivoga, Venuste Nsengimana (2023) also

investigated and examined Enhancing students’ achievement in biology using inquiry-

based learning in Rwanda. Studies revealed that inadequate teaching methods dominated

by teacher-centered traditional or conventional educational strategies are some of the

24
factors that cause difficulties in learning, which in turn leads to poor achievements in

biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es

instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary

school students’ achievement in biology. There were 231 secondary school students from

six schools in Rwanda constituted the sample. A quasi-experimental quantitative

approach consisting of pre- and post-tests was used for data collection. Descriptive

statistics were used for data analysis. Results indicated that the mean of post test score of

experimental groups was higher than the mean of counterparts in control group. Further,

t-test and ANCOVA were used for inferential statistics. Findings showed once again

significant differences between experimental groups taught with IBL and control group

taught with conventional teaching methods. There was no significant effect on gender

while a significant difference based on school location was identified. The study

recommends educational stakeholders to use the IBL designed by 5Es instructional model

at school level to solve problems related to poor performance in biology.

25
Kessy Stephano Mwenda and Irénée Ndayambaje (2021) also examined Effects of

Inquiry-Based Teaching on Students’ Academic Achievement in Biology in Lower

Secondary Schools in Ilala –Dar Es Salaam – Tanzania. The purpose of this study was to

examine the effect of inquiry-based teaching on secondary students’ academic

achievement in Biology. A total of 94 Form Three students from two different secondary

schools in the Ilala district in Dar es Salaam – Tanzania were involved. A pre-test and

post-test quasi-experiment research design was adopted for the study where students in

one school were involved in inquiry-based teaching and those from the other school were

conventionally instructed. To determine the effect of inquiry-based teaching, an

achievement test in coordination in plants was administered as a pre-test and post-test to

both groups. The test generated quantitative data that was analysed through descriptive

statistics and inferential statistics where independent samples T-test was used. Findings

indicated that students taught through inquiry-based teaching performed better than those

taught through conventional methods. Implications for practice are discussed.

Conceptual Framework

CHAPTER THREE
26
 RESEARCH METHODOLOGY

This chapter describes the methodology applied in the research. This includes research

design, population, sample and sampling techniques, research instrument, validity of the

instrument, reliability of the instrument, experimental procedure and data analysis.

Research Design

This study adopted a quasi-experimental pretest, post test and control design. The design

was employed to describe the effects of the independent variables on the dependent

variable and it equally helps the researcher to collect data from the students in the sample

schools. In the quasi experimental technique, the participants were randomly assigned to

control and experimental group.

The design is diagrammatically presented as follows

Experimental Group: O1 XF O2

Control Group O3 XC O4

Where

O1 and O2 = Pretest Observation

O3 and O4 = Post test Observation

XF = Treatment using flipped classroom learning

XC = Treatment using conventional learning

Population of the Study

27
The population for this study consisted of all 11,585 SSS 2 students public Secondary

School Students in Ado-Ekiti, Ekiti State. SSS 2 students were considered more

appropriate because the concept to be taught are in SSS2 scheme of work and the

students have acquired the basic knowledge of the concept in SSS 1. Hence they were

expected to be readily available for the study and they will be able to work independently

with little supervision.

Sample and sampling techniques

The sample for the study consisted of 100 students in 5 Secondary Schools in Ilokun,

Ado Ekiti, Ekiti State. The sample was selected using multistage sampling procedure

which random sampling technique to ensure that every sample has an equal chance of

being selected in the study.

Out of the five (5) secondary schools visited in Ilokun, Ado-Ekiti, Ekiti State, twenty (20)

students will be sample from each school using random sampling techniques.

Research Instrument

The instrument for data collection was Biology achievement test (BAT) and it was

developed by the researcher. The BAT has three sections, section A consists of the

demographic information of the students, section B consists of the instructions the

students are to adhere to and section C consist of the 20 multiple choice items with 4

option lettered A-D. Each correct answer attracts a score of one mark. The items were

developed from nervous system, circulatory system, digestive system and skeletal system

which were the content the students were taught.

Validity of the Instrument

28
The instrument was subjected to face validity by three lecturers in department of Science

Education at the Faculty of Education in Ekiti State University and two experts in Test

and Measurements. The items contained in the BAT was scrutinized. The corrected

version was given to the research supervisor for proper scrutiny before the final copy is

produced.

Reliability of the Instrument

The reliability of the BAT was established through test re-test method. This involved the

administration of the instrument to twenty students outside the experimental school. The

school. The BAT was administered twice within an interval of two weeks to the selected

students and the scores obtained were correlated using Pearson’s product moment

correlation and it yielded a correlation coefficient of 0.78.

Experimental Procedure

The research procedure involved three main stage which were the pre treatment stage, the

treatment stage and the post treatment stage and it lasted for eight weeks.

The first week was devoted to the pre treatment stage. At this stage, the researcher visits

the selected schools, meet the principal and Biology teachers to seek their permission and

solicits for assistance. This was followed by discussion with Biology teachers (who serve

as research assistance) in the school with a view to brief them on the purpose and

objectives of the research. The selected students were equally informed about the study,

assigned to control and experimental group. They were then exposed to pretest. The

pretest was conducted to ensure homogeneity of the control and experimental group in

terms of mental ability.

29
The treatment stage commenced in the second week. The researcher creates a Whatsapp

group and enrolled the experimental group students to the group. Learning materials such

as power points slides and video clips prepared by the researcher were uploaded and the

students were instructed to watch the video and attempts the online quizzes before the

class to enable them to learn at their own pace at home and at the same time collaborate

with their and the teacher. The total time frame for each video clip was between 5 to 15

minutes at most. This is to prevent the students from being bored. In every lesson,

students were given the learning objectives that they should achieved at the end of the

topic. When the students return to school the next day, the researcher briefly review the

pre class material and address and questions or concerns. The researcher then divide

students into groups to work on group discussion, problem solving, critical-thinking,

collaborative projects and practical application of knowledge that contributed to

deepening knowledge and understanding the essence of the studied material and also

circulate around the classroom to guide and assist groups as needed. This procedures

were repeated for another five cycles other topics.

The control group were taught in a normal classroom setting by the subject teacher. The

teacher introduced the contents, states the leaning, objective that the students should have

achieved at the end of the topic, lectured them, let’s students do practice during class and

assigned homework to the students at the end of the class. This procedures were repeated

for another five cycles to cover other topics. After the treatment stage, the post treatment

stage follows and both the control and experimental group were subjected to post tests

which is a reshuffled form of pretest. BAT to test the improvement and performance of

students’ academic achievement.

30
Data Analysis

Data collected were analyzed using descriptive and inferential statistics. The research

questions were answered using Mean and Standard Deviation. The hypothesis were

analyzed using t-test. All the hypothesis were tested at 0.05 level of significance.

31
 CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter presents the analysis of data and discussion of findings under the following

subheadings:

Descriptive analysis, Testing of hypotheses and Discussion of findings.

Descriptive analysis

Question 1: What is students’ performance in the groups before the treatment?

Students' scores in Biology achievement before treatment were compared using Mean

and Standard Deviation. The result is presented in Table 1

Table 1: Mean and Standard Deviation of test scores of groups before treatment

Teaching Strategies N Mean SD df t p

Experimental Group 57 9.80 3.29 98 0.21 0.42

Control Group 43 9.94 3.36

Table 1 shows that the Mean and Standard Deviation were 9.80 and 3.29 respectively for

the experimental group and 9.94 and 3.36 respectively for the control group. The

statistical t-test analysis results demonstrate that there was no significant difference in the

test scores of the two groups before treatment as indicated by t value of 0.21 and p value

of 0.42(p<0.05). This means that there was no significant difference in the level of

students performance in the groups before the treatment.

Testing of Hypotheses
32
Hypothesis 1: There is no significant difference in the mean score of students exposed to

inquiry-based learning and convention strategy before and after treatment

Table 2: t-test analysis of the before and after treatment test scores of students

exposed to inquiry based learning and conventional strategy

Treatment N Mean SD df t p

Experimental group Before treatment 57 9.80 3.29 56 11.36 0.00

After treatment 57 16.95 3.43

Control group Before treatment 43 9.94 3.36 42 9.56 0.00

After treatment 43 14.74 3.21

Table 2 indicated that there was a significant difference in the mean scores of students

exposed to Inquiry based learning before and after treatment in Biology (t=11.46 p=0.00)

and there was also a significant difference in the mean scores of students exposed to

conventional strategy before and after treatment in Biology (t=9.56 p=0.00) which is

statistically significant at 0.05 level in each case. This means that there was a significant

difference in the mean scores of students exposed to Inquiry based learning and

conventional strategy before and after treatment.

33
Hypothesis 2: There is no difference in the mean score of student exposed to

conventional method before and after treatment

Table 3: t-test analysis of the before and after treatment mean scores of students

exposed to conventional method

Treatment N Mean SD df t p

Control group Before treatment 43 9.94 3.3 42 9.56 0.00

After treatment 43 14.74 3.2

Table 3 indicated that there was a significant difference in the mean scores of students

exposed to conventional strategy before and after treatment in Biology (t=9.56 p=0.00)

which is statistically significant at 0.05 level .This means that there was a significant

difference in the mean scores of students exposed to conventional strategy before and

after treatment.

34
Hypothesis 3: There is no difference in the post test mean score of students in the two

groups

Table 4: t-test analysis of the Post test mean score of student in the two groups.

Teaching strategies N Mean SD df t p

Experimental group 57 16.95 3.43 98 3.31 0.00

Control group 43 14.74 3.21

Table 4 shows that the Mean and Standard Deviation were 16.95 and 3.43 respectively

for the experimental group and 14.74 and 3.21 respectively for the control group. The

statistical t-test results demonstrate that there was significant difference in the post test

scores of the two groups as indicated by t value of 3.31 and p value of 0.00 (p<0.05).

Thus the experimental group has significantly higher test score than the control group.

This means that the inquiry based has significant effect on the level of performance of

Biology students.

Discussion of findings

This study aimed to investigate the effectiveness of inquiry based method on biology

students in Ekiti state secondary schools. Student in secondary school in ekiti state

experience difficulties in science subjects especially in biology making excuses that

biology is wide and cannot be covered. Studies revealed that inadequate teaching

methods dominated by teacher-centered traditional or conventional educational strategies

are some of the factors that cause difficulties in learning, which in turn leads to poor

achievements in biology.

35
While researchers (Zahid Mehboob, Misbah Mehboob, Motunrayo Iyabode Adeyemi

2021), (Bibi Asia Naz, Dr. Javed Iqbal, Dr.Khuda Bakhsh, Fazal Ameen 2024),

(Henriette Manishimwe, William Aino Shivoga, Venuste Nsengimana, 2023) have

emphasized the need for effectiveness of inquiry based learning methods on students

academic performance limited attention has been given to exploring the effectiveness of

inquiry based learning methods on students critical thinking skills and their oral

communication skills.

This research aimed to investigate the perception of students on the effect of inquiry

based learning method on academic performance of biology students, critical thinking of

student and the oral communication aspect of students in secondary schools in Ekiti State

Secondary schools.

The study investigated The study investigated the effectiveness of Inquiry-Based

Learning Approach (IBL) on students’ achievement of Science Process Skills (SPS)

among secondary level Biology students. Globally there is still a challenge in

determining which teaching method equips students with both knowledge and skills

which are not only useful for the realization of sustainable development goals (SDGs),

but are also required for the 21st century. The Solomon Fourfold Non-Equivalent control

group design was employed in the study. The study was carried out in Wareng sub county

of Uasin Gishu County, Kenya where there has been persistent low achievement in

Biology subject. The study sample comprised of 220 students selected from form three

students in four different mixed day secondary schools. The sampling techniques used

were stratified, systematic and simple random sampling. The experimental groups

received instructions through IBL approach and control groups using the Traditional
36
Learning (TL) method. Biology Science Process Skills Achievement Test (BSPSAT) was

used for data collection. The results of the study indicated that students in the

experimental groups outperformed the control groups in the achievement of selected

Science Process Skills. It was concluded that IBL had a positive output on students’

achievement in BSPSAT than the Traditional Learning (TL) method. Teachers of

Biology in Kenya should be encouraged to incorporate IBL in teaching so as to enhance

the development of Science Process Skills among secondary school students.

Bibi Asia Naz, Dr. Javed Iqbal, Dr.Khuda Bakhsh, Fazal Ameen, (2024) also examined

Impact of Inquiry-Based Learning on Biology Achievement: An Experimental Study of

District Mardan. This study investigates whether inquiry-based teaching might improve

biology pupil achievement compared to lecture-based methods. For this purpose a true

experimental design—a Pre-test, Post-test equivalent group design was used. The study

compared experimental and control groups to determine how different biology methods

of teaching affect student performance.

The results show no significant difference between the pretest scores of the experimental

and control group, confirming homogeneity but the experimental group which received

Inquiry based learning, has a substantial increase in their post test scores compared to the

control group which received conventional learning. This result had proved the

superiority of inquiry based learning to teach and learn Biology over lecture based

method. This study investigates whether inquiry-based teaching might improve biology

pupil achievement compared to lecture-based method.

37
In conclusion, these data interpretation demonstrates the potential of inquiry based

learning to improve students' academic achievement in Biology in Ado Ekiti, Ekiti State.

This is because inquiry based learning provide students with a more engaging and

interactive learning experience, allowing them to take ownership of their learning and

develop essential skills in critical thinking, problem solving and collaboration.

38
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study examines the Effect of Lecture Method and Problem Solving on Biology

Students Performance in Secondary School in Ado Ekiti Local Government Area of Ekiti

State, Nigeria. The objectives of the study were to; investigate the difference in the mean

score of students exposed to inquiry-based learning and convention strategy before and

after treatment, to examine the difference in the mean score of student exposed to

conventional method before and after treatment and also to; investigate the difference in

the post test mean score of students in the two groups.

The literature review was carried out with the following headings; Concept of Biology

Study, Concept of Teaching and Learning in Science, Concept of Inquiry based learning

and Concept of inquiry based learning on Biology Students Secondary school . The study

employed a non-equivalent quasi-experimental research design. The sample for the study

comprised 100 students in Senior Secondary schools in Ado Ekiti, Ekiti State. The

instrument for procedure for data collection in this study is Biology Achievement Test

(BAT). Two intact classes were assigned to treatment and control group. Data were

analyzed using mean, standard deviation and the Analysis of Covariance.

The results revealed that students taught using Inquiry based learning method performed

better than students taught using lecture teaching method. There was significant

difference in the mean score of students taught using inquiry based teaching method and

those taught using lecture teaching method.

39
Based on the findings and implications, it was recommended that teaching of Biology in

secondary school should be conducted in a manner that students will effectively

understand and learn the concept taught. It should be practical as the use of problem

solving method has play greater role in students’ achievement; Teachers should practice

inquiry based learning method in class while teaching biology. This will gives students

enough understanding of Biology concepts as the child’s local environment will be used

to source for the materials; There should be cordial relationship between policy makers

and schools for the provision of the essential materials as resource materials, like

laboratory, glass wares, reagents, microscope, burner, etc.; and at the local education

authority level, effort should be made from time to time to organize workshops for

Biology teachers on improvisation and needs for the use of instructional materials in

teaching and learning. This is to compliment the efforts of the Millennium Development

Goals (MDGs) for re-training of Science teachers. It was suggested that further research

can be carried out on this topic using true experimental research design.

Conclusion

From the results obtained in the study on the Effect of Inquiry based leaning on Biology

Students Academic Perfomance in Ekiti State, it was found that students taught Biology

using inquiry based learning method performed better.

Recommendations

Based on the findings of this study, and their demonstrations, the following

recommendations are made.

i. The teaching of Biology in secondary school should be conducted in a manner that

students will effectively understand and learn the concept taught. It should be

40
 practical as the use of problem solving method has play greater role in students’

achievement in Biology.

ii. Teacher should try to problem solving method and encourage students to do the

same.

iii. It is suggested that regular meaningful workshop on improvisation technique for

Science teachers should be conducted to improve and update their competence in

teaching.

iv. At the local education authority level, effort should be made from time to time to

organize workshops for Biology teachers on improvisation and needs for the use of

instructional materials. This is to compliment the efforts of the Millennium

Development Goals (MDGs) for re-training of Science teacher.

Suggestions for Further Study

Based on the findings and limitations of this research, the following topics are suggested

for further research.

 Similar studies should be conducted in Biology to find out the impact of practical

activities on student’s academic achievement in Biology among varied ability

levels and their retention.

 Similar study should be carried out using other science subjects.

41
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46
 APPENDIX
EKITI STATE UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
Topic: EFFECTS OF INQUIRY BASED LEARNING ON BIOLOGY
STUDENTS PERFORMANCE IN SECONDARY SCHOOLS IN EKITI
STATE
BIOLOGY ACHIEVEMENT TEST (BAT)

Section A

Name of Student: ______________________________________________

Name of school: ______________________________________

Section B

Note: Information supplied will be used for research purpose only and not against you or your school.

INSTRUCTION: Time allowed – 30 minutes. Answer each question by shading the letter containing the
option that best suits your answer.

Section C

1. Human heart is covered by a double membrane sac called ________(A)Plura (B)Kura (C)Epicardium
(D)Pericardium

2. The H-zone in the skeletal muscle fiber is due to__________ (A)the central gap between actin
filaments extending through myosin filaments in the A-band (B) extension of myosin filaments in the
central portion of the A-band (C)the absence of myofibrils in the central portion of A-band (D)None of
the above

3. Which of the following is an enzyme present in saliva (A)Amylase (B)Rennin (C)Trypsin (D)None of
the above

4. Nodes of Ranvier are microscopic gaps found within the ________ (A)Osteoblasts (B)Gland cells (C)
Myelinated axons (D)None of the above

5. During heavy exercise, we get cramps in the legs due to the accumulation of one of these (A)Carbon
dioxide (B)Lactic acid (C)Alcohol (D)Water

6. The juice secreted by the organs in the alimentary canal which plays an important role in the digestion
of fats are called_______ and _______ (A)Pancreatic juice and saliva (B)Hydrochloric acid and mucus
(C)Bile juice and Pancreatic juice (D)Saliva and hydrochloric acid

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7. The blood-vessel containing deoxygenated blood is____________(A)Pulmonary vein (B)Pulmonary
artery (C)Aorta (D) Capillary

8. Dendrites and Axon are parts of one of the following (A)Red blood cell (B)Neuron (C)Nephron
(D)White blood cell

9. Which of the following pairs has a double circulation pathway? (A)Amphibians and Mammals (B)
Reptiles and Mammals (C)Birds and fishes (D)Birds and Mammals

10. The parts of the skeleton that are not as hard as bones and which can be bent are called as
_______(A)vertebrae (B)carpals (C)Tarsals (D)cartilage

11. What is the role of mucus secreted by the stomach ? (A)To protect the lining of the stomach (B)To
digest fats (C)To kill the germs in the food (D)To digest the proteins

12. Which one of the following makes up Central Nervous System together with the brain ? (A)

Neuron (B)Brain (C)Spinal Cord (D)Central Nervous System

13. Which of the following is moving skull bone ? (A)Femur (B)Mandible (C)Atlas (D)Tibia

14. _______ are a connective tissue which connect two bones to each other. (A)Tendons (B)Muscles (C)
Cartilages (D)Ligaments

15. In blood, platelets are required for_______(A)transporting oxygen (B)transporting carbon dioxide
(C)initiating blood clotting (D)initiating degradation of urea.

16. ______ controls involuntary activities like coughing and sneezing. (A)Medulla (B)Cerebrum

(C)Pons (D)Cerebellum

17. The blood vessels that carry blood from the heart to the various parts of the body are called ________.
(A)Arteries (B)Veins (C)Septum (D)Capillaries

18.Which of these is the longest organ of digestive system in human body? (A)Pancreatic duct (B)Small
intestine (C)Large intestine (D)Oesophagus

19. The total number of bones in an adult human are_________(A)208 (B)206 (C)350 (D)260

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