Integration of Inquiry-Based Approach in Teaching and its Impact on Students’ Attitude towards Learning Biology in Secondary Schools, Kiambu County, Kenya
| dc.contributor.author | Doboyou, Jackson T. | |
| dc.date.accessioned | 2025-03-18T07:24:48Z | |
| dc.date.available | 2025-03-18T07:24:48Z | |
| dc.date.issued | 2024-09 | |
| dc.description | Integration, Inquiry-Based Approach, Teaching, Impact on Students’ Attitude towards Learning Biology, Secondary Schools, Kiambu County, Kenya Supervisors: 1.Grace N. Orado 2.Florence K. Nyamu | |
| dc.description.abstract | 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. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29805 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Integration of Inquiry-Based Approach in Teaching and its Impact on Students’ Attitude towards Learning Biology in Secondary Schools, Kiambu County, Kenya | |
| dc.type | Thesis |