International Journal of Academic Research in Education and Review

About us
Contact us
Publication Ethics
Submit paper
Author's guide
Current Issues
Join Review Board

International Journal of Academic Research in Education and Review

Vol. 2(1), pp. 116, January, 2014

ISSN: 2360-7866

DOI: 10.14662/IJARER2013.010


Full Length Research Paper

Effects of inquiry-based teaching approach on Secondary School Students’ achievement and motivation in Physics in Nyeri County, Kenya


Njoroge, G.N., Prof. Changeiywo, J.M, Prof. Ndirangu, M.


Department of Curriculum, Instruction and Educational Management, Egerton University, P.O. BOX 536-20115, Egerton, Kenya.  Corresponding Author Email:ngnjoro@yahoo.com


Accepted 14 January 2014



The overall students’ performance in physics at the Kenya Certificate of Secondary Examination (KCSE) has been poor coupled with very low student enrollment. The preferred mode of delivery by physics teachers in Kenyan secondary schools is the expository teaching approach. This approach is dominant despite growing evidence that it is not effective in inculcating the content knowledge, conceptual knowledge and science process skills that are part of quality physics teaching. Available literature shows that Inquiry-Based Teaching (IBT) approach is capable of promoting these attributes among students. However, there is little documentary evidence on the effects of Inquiry-Based Teaching (IBT) approach on secondary school students’ achievement in physics in Kenyan secondary schools. This study aimed at finding out the effects of IBT approach on students’ achievement in physics in Nyeri, County. The study adopted a Quasi-Experimental Research Design. Solomon-Four Non-equivalent Groups Design was involved. Stratified random sampling technique was used to select four boys’ and four girls’ county secondary schools in Nyeri, County. The four schools in each category were assigned to treatment and control groups by simple random sampling technique. Each group had one boys’ and one girls’ county secondary school. Each school provided one form two class for the study and a total of 370 students were involved. Students in all the groups were taught the same physics content but the experimental groups were taught using IBT approach while the control groups were taught through Regular Teaching Methods (RTM) such as lecture method and teacher demonstrations. The experimental group I and the control group II were pre-tested prior to the implementation of the IBT treatment. After four weeks, all the four groups were post-tested using the Students’ Physics Achievement Test (SPAT). The instrument had been validated by five experts in education and pilot tested before use to estimate its reliability. The reliability coefficient using K-R21 was 0.87. The acceptable threshold for reliability coefficient is 0.7 and above. The instruments were scored and data was analyzed using t-test, one way ANOVA and ANCOVA at a significance level of coefficient alpha (α) equal to 0.05. The findings of the study showed that Inquiry-Based Teaching (IBT) approach resulted into higher students’ scores in achievement in physics. The study recommends that Teacher training institutions, Kenya Institute of Curriculum Development (KICD) and physics teachers should enact IBT approach as the preferred physics teaching approach in Kenyan secondary schools.

Key words: Expository Teaching Approach; Inquiry-Based Teaching Approach; Students’ Achievement in Physics




Current Issue: January 2014


Submit Paper


Join Review Board


Inter. J. Acad. Res. Educ. Rev.

  Vol. 2 No. 1

  Viewing options:

Reprint (PDF) (401k)

  Search Pubmed for articles by:


 Njoroge GN

 Ndirangu M

  Other links:
  PubMed Citation
  Related articles in PubMed



Other Journals

International Journal of Economic and Business Management


International Journal  of Academic Research in Education and Review


Internation Journal of Academic Library and Information Science




International of Political Science and Development

© Academic Research Journals 2014/ Privacy Policy