Hassan, Fatuma Hussein (2015) Learning Gain and Inquiry Based Approach to Teaching in Secondary Schools in Kenya. Masters thesis, University of Nairobi.
![[img]](http://thesisbank.jhia.ac.ke/style/images/fileicons/application_pdf.png) |
PDF (Learning Gain and Inquiry Based Approach to Teaching in Secondary Schools in Kenya)
Fatuma_Learning gain and inquiry based approach to teaching in secondary schools in Kenya.pdf.pdf - Accepted Version Restricted to Repository staff only Download (722kB) | Request a copy |
Abstract
The purpose of this study was to investigate the impact of inquiry based teaching on learning gain in biology in Kenyan secondary school. The objectives of the study were: (a) to determine if IBT approach results in improved scores specifically in Biology, (b) to determine if there is evident difference in academic achievement regarding regular and IBT approach to teaching (c) to determine if there is a difference in academic achievement depending on the gender of the teacher,(d) to determine teacher‟s perception regarding IBT approach (e) to make recommendations to policy regarding IBT as a approach in ensuring learning gain. Data relating to learners achievement was gathered using Biology Achievement Tests (BAT). BAT 1 was used for pre-test while BAT II was for the post test. Data relating to teachers outlook on the inquiry based teaching was collected using teachers‟ questionnaire identified as Appendix III. The questionnaire was made up of two parts. Part one was designed to correct demographic data of age, gender, qualifications, nature of school and teaching experience. Part two of the questionnaire gathered data on factors affecting the usage of inquiry based teaching in the study of biology. SPSS was used to analyze the data. t test were used to test the level of significance. The conclusion of these findings is that IBT approach compared to regular teaching instructions modes led to improved performance. The study also found that the gender of the teacher does not necessarily influence learning gain. The study also found out that teachers were aware of IBT approach and its significance in enabling learning gains, however they acknowledge that there is need for more time which neither the curriculum as designed nor the timetable caters for. The researcher is also aware that training is required for better application of IBT in classroom learning. The conclusion is with caution as there is need for further exploration with different groups of learners and a larger sample of teachers. This study recommended the following:(a) shift from regular to IBT instruction mode of instructions the MOE should consider a policy on IBT and facilitate its application in the classroom by having a more flexible learning schedule, (b) there is need to carry out further research with larger group and bigger sample of teachers in order to establish if there is a gender implication (c) teachers need to be trained in IBT in teacher training institutions so that they adopt IBT approach to teaching.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry |
| Divisions: | Africana |
| Depositing User: | Mr Nahum Osman |
| Date Deposited: | 06 Jul 2016 14:26 |
| Last Modified: | 06 Jul 2016 14:26 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/697 |
Actions (login required)
 |
View Item |