摘要：The study was a comparative analysis of the effects of inquiry-based and non-inquiry basedmultiple intelligence approach on pupils’ interest in learning science. The study employed aquasi-experimental research design that used two intact classes of thirty (30) pupils eachassigned to two groups, the inquiry-based group (A) and a non-inquiry based multipleintelligence approach group (B). A pre-test was administered in the subjects before theintervention using the adopted questionnaire (ISLQ) for surveying pupils’ interest in learningscience. The reliability of the eighteen (18) item questionnaire (ISLQ) was establishment at0.76 by Cronbach Alpha. Treatment on the two groups was carried out for a period of eight (8)weeks after which a post-test was conducted using the reshuffled instrument (questionnaire).The study employed a quantitative analysis of descriptive statistics and inferential statistics ina bid to compare the effects of the two teaching approach. The mean, median and standarddeviation with the ANCOVA were found suitable statistical test for comparing the effects oftwo different interventions as well as to confirm of there exist any statistically significantdifference for the mean variables between the two groups after controlling newly formeddefendant variables means on one or more covariates were used. Result shows that theinquiry-based multiple intelligence approach was better in arousing pupils’ interest to learningscience. The study therefore recommended the introduction and use of the inquiry- basedmultiple intelligence approach into primary, secondary and tertiary institutions to enhancestudents interest’s in learning science to fruition.
关键词：Multiple Intelligence; Inquiry; Interest in Science.
