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Abstract
This study investigated the impact of inquiry-based physics practicals using recycled materials on students’ problem-solving skills and attitudes toward the Sustainable Development Goals (SDGs) in senior secondary schools in Enugu State, Nigeria. A quasi-experimental pretest-posttest control group design was adopted, involving a sample of 90 Senior Secondary 2 (SS2) physics students drawn from two purposively selected secondary schools in Enugu State. Students in the experimental group (n=45) received instruction through structured inquiry-based practicals utilizing locally sourced recycled materials, while the control group (n=45) received conventional laboratory instruction. Data were collected using the Physics Problem-Solving Skills Test (PPSST) and the Students’ Attitudes toward SDGs Scale (SASS), both validated instruments with reliability coefficients of 0.87 and 0.83 respectively. Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 significance level. Results revealed that students in the experimental group significantly outperformed their counterparts in the control group on problem-solving skills (F=83.94, p<.001). Furthermore, experimental group students demonstrated significantly more positive attitudes toward the SDGs, particularly in the dimensions of environmental awareness (SDG 13), responsible consumption (SDG 12), quality education (SDG 4), and innovation (SDG 9). These findings suggest that integrating recycled materials into inquiry-based physics practicals offers a pedagogically sound, cost-effective, and sustainability-oriented approach to physics education in Nigerian secondary schools. Recommendations for curriculum design, teacher professional development, and policy implications are discussed.