Abstract

This study determined the effects of Project and Inquiry teaching Strategies on students' achievement in Biology. The study adopted the pretest-posttest control group, quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) of Kwara state were randomly selected. Participants were randomly assigned to treatment groups. The instruments used were: Biology Student Achievement Test (r=0.88) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses were tested at 0.05 level of significance. Data were subjected to analysis of 2 covariance Treatment had significant main effect on students' achievement in Biology (F =12.061; p<0.05, partial ç = (2, 107) 0.10) . Students' in Project strategy (PS) treatment group 1 has the highest adjusted mean achievement scores (x = 23.21) than those in the Inquiry Strategy (IS) treatment group11 (x = 17.81) and the students in Conventional Strategy (CS) control group group has the least adjusted mean achievement scores (x = 17.20). Based on the finding Project and Inquiry strategies should be adopted for the improvement of students' achievement in abstract concepts in biology.