Analysis of the Ability Levels of Biology Teachers to Implement Inquiry-Based Approach in Secondary Schools in Kiambu County, Kenya
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Date
2023
Authors
Doboyou, Jackson T.
Nyamu, Florence K.
Journal Title
Journal ISSN
Volume Title
Publisher
EdinBurg
Abstract
The ability levels of teachers to implement an Inquiry-Based Approach (IBA) during teaching
corresponds to the ability of teachers to prepare and present inquiry activities, possess
pedagogical content knowledge, engage students in critical thinking and questioning skills,
understand teaching inquiry using the levels of inquiry effectively, and providing guidance for
students during inquiry. Inquiry-based classroom requires building a scientific environment
similar to that of scientists which requires asking questions, observing, experimenting, and
communicating results. This study investigated the ability levels of Biology Teachers to
implement an Inquiry-Based Approach. The study adopted the descriptive survey design which
involved qualitative and quantitative data with a target population of 1,194 students from Form
3, 29 Biology teachers, and 37 secondary schools. Data was collected using Biology teachers’
questionnaires, Form 3 students’ questionnaires, and classroom observation schedules. Data
was analyzed using descriptive and thematic analysis. The findings show that majority of the
teachers understand IBA and can implement IBA during teaching. However, Biology teachers
pointed out that, students’ preparedness, inadequate teachers’ training in IBA, limited time,
and students’ weak entry behavior in Biology posed challenges to their ability to implement
IBA. The study recommends training programs should be organized for Biology teachers to
enable them to implement IBA. The study also recommends that the Biology curriculum should
have an extended time to enable Biology teachers to implement IBA frequently.
Description
Article
Keywords
Inquiry-Based Learning, Student’s Attitudes, Biology, Secondary Schools
Citation
Doboyou, J. T. ., & Nyamu, F. K. . (2023). Analysis of the Ability Levels of Biology Teachers to Implement Inquiry-Based Approach in Secondary Schools in Kiambu County, Kenya. Journal of Education, 3(3), 19–34. Retrieved from https://edinburgjournals.org/journals/index.php/journal-of-education/article/view/203