Agnes Ondoru2026-04-282026-04-282025-06-05APAhttps://hdl.handle.net/20.500.12311/3268The study was conducted to document the effect of inquiry-based learning on social studies and learners’ performance in selected primary schools in Ayivu Division, Arua City. The study was conducted by using descriptive survey design integrating both quantitative and qualitative approaches. Data was collected by using questionnaires administered to 45 randomly selected P.7 pupils. Additionally, interview was conducted with 3 social studies teachers and 2 head teachers purposively selected to supplement data collected using questionnaires. Collected data was analyzed using Statistical Package for Social Scientists (SPSS) and Microsoft Excel programme. It was found out that inquiry – based learning had moderate impact on social studies teaching and learning as a result most of the primary teachers continued to teach SST traditionally. Further, although 80% of the pupils’ believed SST was simple, but there was varied perception over the setting of SST examination questions which revealed different performance in the subject. The challenges of inquiry – based social studies teaching and learning included; lack of resources; difficulty working in groups; lack of independent and organizational skills, limited prior knowledge and lack of experience; takes more effort and lack of generic skills. The study recommended periodical seminars, workshops and refresher courses with a view to strengthen and re-orient the teachers in inquiry – based social studies method; government and examination board conduct a nationwide social studies evaluation exercise to identify the loopholes needed to ensure the effectiveness of the subject and schools continue to have resource development activities for teaching social studies.en