Empirical Analysis of Inquiry-Based Learning and Critical Thinking Development in Social Studies in Secondary Schools in Lagos State

This study empirically analyses the effect of inquiry-based learning on critical thinking development among secondary school students in Social Studies in Lagos State, South West Nigeria. While inquiry-based learning has been theoretically advocated as a superior alternative to didactic instruction, empirical evidence from Nigerian Social Studies classrooms remains sparse, particularly regarding its measurable effects on higher-order cognitive skills. Using a quasi-experimental design with pre-test and post-test control group structure, 160 SSS2 students from four schools in Eti-Osa Local Government Area were randomly assigned to experimental and control conditions. The experimental group underwent a twelve-week structured inquiry-based Social Studies programme, while the control group received conventional instruction. A validated Critical Thinking Skills Test adapted from the Watson-Glaser Critical Thinking Appraisal was administered. Data were analysed using analysis of covariance, controlling for pre-test scores and gender. Results indicate significant post-test gains in critical thinking among students in the experimental condition, with large effect sizes on inference and assumption identification subscales. Gender did not moderate the treatment effect. The study contributes empirical evidence filling a methodological gap in Social Studies pedagogy research in South West Nigeria. Recommendations include systematic integration of inquiry cycles into Social Studies instructional planning.

Keywords: inquiry-based learning, critical thinking, Social Studies, Lagos State, quasi-experimental.