The study seeks to examine the effect of guided inquiry strategy on testwiseness and achievement of senior secondary school two students’ in mechanics in Bauchi metropolis, Nigeria. The research design used was quasi experimental pretest and posttest research design. The total number of public schools in Bauchi metropolis is forty-four (44) out of which one school was chosen. The sample of the study consisted of 60 students out of which the experimental consisted of 35 students with 20 Male and 15 Female while the control group consisted of 25 students with 15 Male students and 10 Female students in the control group drawn from the school. The instruments used for data collection were the Physics Testwiseness Questionnaires (PTW-Q) and Physics Student Achievement Test (PSAT) with a reliability coefficient of r=0.763and 0.673 respectively. The tools used for the analysis and answering of research questions and testing of hypotheses were descriptive statistics of mean and standard deviation while analysis of covariance (ANCOVA) was used for the hypotheses testing. The findings showed that students exposed to the treatment had higher achievement towards physics; students in the experimental group had higher achievement mean scores and testwiseness mean score. Moreso, there is a significant difference between the mean academic achievement scores of students taught using treatment and those taught using the conventional method; there is no significant difference in the mean score of male and female students in the treatment before and after exposure. Also, there is no significance difference in the effect of guided inquiry strategy and gender on SS2 students’ testwiseness in physics. The study recommended among others that; Seminars, workshop, symposia and training sections should be organized for teachers by their schools and the ministry of education on how to use testwiseness in teaching their students in secondary school.
Umar et al. (Tue,) studied this question.