This study investigated the effect of guided inquiry teaching strategy on the academic performance of students in Biology in secondary schools in Ekiti State. In addition, the study examined the influence of gender on the effectiveness of the teaching methods.  The study was quasi-experimental research which adopted the pre-test post-test research design. The population for the study comprised 10,712 Senior Secondary School class two students in Ekiti State out of which 80 students were selected using multistage random sampling technique. The instrument used for the study was the Biology Achievement Test (BAT) designed by the researcher. The face and content validity of the instrument was ensured by the experts of Tests and Measurement. The data obtained through the instrument were analyzed using inferential statistics of t-test at 0.05 level of significance. The finding of the study revealed that there were significant difference between the mean pre-test and post-test scores of students taught Biology using guided inquiry and lecture method.  Highest scores were recorded when guided inquiry was used in instructional delivery while lecture method has the least mean score in the post-test. Based on the findings of the study, it was recommended, among others, that Biology teachers should deliver their lessons to students using guided inquiry method of teaching.

Keywords: Guided Inquiry, Secondary Schools, Academic performance and Biology,

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