Browsing by Author "Doboyou, Jackson T."

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    Assessment of Influence of Inquiry-Based Approach on Student’s Attitudes towards Biology in Secondary Schools in Kiambu County, Kenya
    (SARC Publisher, 2023-09-23) Doboyou, Jackson T.; Nyamu, Florence K.
    Research evidence shows that students' interest in a subject, their motivation to study, career choice, participation in extracurricular activities, teaching methods, and teachers' level of experience, are a range of variables that influence students' attitudes and performance. Use of a student-centred approach such as inquiry-based approach (IBA), will influence the development of students’ interests and attitudes in the subject, thereby improving their performance. According to research evidence, students’ attitudes are related to achievement. It was recommended that teachers should implement effective teaching strategies that influence development of positive attitudes towards Biology. The purpose of this study was to establish the influence of inquiry-based approach on the attitudes of students towards Biology. The target population was 37 public secondary schools, 1,194 Form 3 students and 29 Biology teachers. The study adopted simple random and purposive sampling techniques to select 11 secondary schools, 14 Biology teachers and 344 students. Questionnaires and interview schedule were used for data collection. Data was analysed using descriptive analysis with the help of Statistical Package of Social Sciences (SPSS) version 25. On the basis of the findings, it was found that implementation of IBA influenced the attitudes of Form 3 students. Students collaborated to create their own knowledge and engaged in practical activities. However, it was found that a variety of factors, including the availability of resources such as computers and internet access, are critical to assisting students in understanding challenging topics and conducting research. This will increase their interest to engage into the learning activities. It is recommended that Biology teachers implement more of IBA during teaching, since it motivates students, engages them into thinking and reasoning, and asking questions. Teachers should also engage students into more of group work, since it fosters collaboration among students and allows them to handle and manipulate apparatus during practical.
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    Integration of Inquiry-Based Approach in Teaching and its Impact on Students’ Attitude towards Learning Biology in Secondary Schools, Kiambu County, Kenya
    (Kenyatta University, 2024-09) Doboyou, Jackson T.
    The study looked into the integration of Inquiry-Based Approach (IBA) in teaching and its impact on students’ attitude towards learning Biology. The objectives were to: determine the extent to which teachers of Biology use IBA; determine teacher’s ability levels to integrate inquiry-based approach in teaching Biology; establish the impact of IBA on the attitude of students towards learning Biology; and determine students' attitude towards learning Biology. The study was anchored on the experiential learning theory proposed by David Kolb (1984) and the constructivism theory by Jerome Bruner (1960). In this study, a descriptive survey design was used. A population of 1,194 students from Form three and 29 teachers of Biology from 33 secondary public schools were targeted. Eleven schools were chosen using stratified random sampling technique. Also, a purposive sampling technique was employed to pick 14 teachers while 344 students in Form three were selected for the study using simple random sampling technique. For data collection, the study used questionnaires, interview, and classroom observation guide. Two (2) schools participated in a pilot study to determine the validity and reliability of the research instruments. The data was analysed employing Statistical Package for Social Sciences (SPSS). Findings from the study revealed that majority of the teachers do not often adopt inquiry-based approach. Also, it was found that most of the teachers have the ability to implement inquiry-based approach. Teachers of Biology emphasized on confirmatory inquiry than Guided, Structured and Open inquiry. It was concluded that integration of IBA impacts students’ attitude towards learning Biology. Also, it was demonstrated that majority of the students have positive attitude about learning Biology. The study recommends that teachers should use other levels of inquiry and should be continuously trained in using the approach. It is important to also allow students to design experiments individually. The findings of the study are vital in the educational institutions in encouraging Biology teachers to fully integrate IBA, since there is a transition from expository to the CBC methodologies among teachers in Kenya.