Abstract

The integrated social studies curriculum has always advocated for the use of innovative method in the teaching and learning of the subject at all level. While this advocacy is well orchestrated by theoretical assumptions in literature, empirical support evidences are still extremely scanty. It was in the context of enhancing learning outcome through Inquiry Method that this study was undertaken. The study examined the relativeness of Inquiry Method and Teacher Guided Discussion method as against the conventional and traditional methods in teaching and learning outcome of some aspects of social studies in secondary schools. A pre-test, post-test, control group experimental design involving two experimental groups and one control group was used in the research work. The subjects of the study consist of one hundred and twenty (120) junior secondary schools two (JSS 2) social studies students in Ifo Local Government areas of Ogun State. A twenty (20) item objectives questions consisting of fillin the gap and multiple choice objectives test was used for relevant data collection. The results of the pre-test and post-test scores in SSAT were analyzed, using both the descriptive and inferential statistics. The findings showed that there were significant differences among the treat situations. The Inquiry Method (IM) was found to have been most effective in enhancing learning outcome of the subjects. It was also discovered that a significant statistical interaction existed between the methods of instruction and academic ability were however found to have performed better in SSAT than those on low academic ability in the treatment conditions.