The aim of this study was to investigate the effect of Inquiry-Based Learning Approach                         using the 5E Instructional Model on the academic achievement of Physics Students in                            Science Secondary Schools in Kano State. The pre-test post-test quasi-experimental design    was employed. The population of the research was made up of 2250 SSII students of                       Science Colleges, Kano state, from where a sample of 80 was purposively selected using        intact class. The study was guided by two research questions based on the specific objective                and two null hypotheses tested at  level of significance. A 20 item multiple-choice             Physics Achievement Test (PAT) and 20 items 5-Likert scale Physics Motivation Questionnaires (PMQ) as instruments were administered before and after treatment. The        scores obtained were analyzed using SPSS for both independent and dependent t-test               statistics. The findings revealed that the Inquiry-Based Learning Approach using the 5E Instructional Model had a significant effect on students’ academic achievement in Physics    than conventional teaching method. The result showed that the treatment groups were        highly motivated. It was therefore recommended that the Inquiry-Based Learning                Approach using the 5E Instructional Model should be adopted in teaching Physics in Kano                state Science Colleges to enhance students’ academic achievement