This study investigated the effect of guided inquiry and cartoon animation on the academic performance of students in Biology in secondary schools in Ekiti State. The study was a quasi – experimental research which adopted the pre-test post-test research design. The population for the study comprised 9,763 Senior Secondary School class two students in Ekiti State out of which 120 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 were ensured by the experts in the Department of Science Education and Test and Measurement. The reliability of the instrument was determined through a test retest method using Pearson’s Product Moment Correlation analysis which yielded reliability co-efficient of 0.76. The data obtained through the instrument were analyzed using descriptive and inferential statistics of mean, standard deviation, Analysis of Variance (ANOVA), and Analysis of Covariance (ANCOVA) all tested 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, lecture method and cartoon animation.  Highest scores were recorded when cartoon animation method was used in instructional delivery followed by guided inquiry method 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 cartoon animation and guided inquiry method of teaching. It was also recommended that the Ministries of Education and curriculum planners should adopt the appropriate cartoon animation method with guided inquiry for use by teachers to teach topics highlighted in the Biology curriculum.

Keywords: Guided Inquiry, Cartoon Animation, Academic Performance, Students, Biology,

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