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International
Journal of Academic Research in Education and Review |
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International Journal of Academic Research in Education and Review Vol. 2(1), pp. 1–16, 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.
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