PERCEPTIONS OF TEACHERS AND LEARNERS ON INQUIRY-BASED LEARNING IN TEACHING CHEMISTRY IN FORM THREE IN RACHUONYO NORTH SUBCOUNTY, KENYA

Abstract

Inquiry-Based Learning (IBL) is a student-centred instructional approach that emphasizes handson activities to foster competencies such as creativity, critical thinking and problem-solving. Despite its global recognition as an effective pedagogy, its implementation in Kenyan secondary schools particularly in Chemistry is very limited due to various challenges like large class size, limited resources as outlined by various studies. There are limited empirical studies on views of students and teachers which play key role in implementation. The study compared students’ and teachers’ perceptions of IBL in teaching and learning Chemistry Rachuonyo North Sub-County, Kenya to identify similarities and differences of the perceptions. The study was guided by Constructivist and Social learning theories, positing that learners construct knowledge through experiences and social interactions. Inquiry-Based Learning in teaching Chemistry is the independent variable while perceptions of teachers and students is the dependent variable. A descriptive survey design was adopted using mixed method approach. Fifty (50) schools were selected using stratified sampling. 50 Chemistry teachers were purposively sampled. 360 Form Three learners were sampled through random sampling giving total respondents of 410. Data was collected using structured questionnaires from students and teachers of which, 339 students and 38 teachers responded. Interview was scheduled for 20 teachers where 16 teachers responded. Cronbach’s Alpha was used to determine the reliability of the tools, which yielded a coefficient of α=.75 for students’ questionnaire and α=.79 for teachers’ questionnaire. Validity of the instruments was established through expert judgement of staff in the School of Education of Tom Mboya University. Quantitative data were analyzed using SPSS version 27 to generate descriptive statistics of mean scores and standard deviation and inferential statistics of t-test while qualitative data were thematically analyzed. Findings were presented through tables and narrative summaries. The study established that both students and teachers held positive perceptions of IBL in enhancing the teaching and learning of Chemistry. However, students reported more favorable experiences: including greater enjoyment [t (375) = -9.57, p= .000] fewer perceived challenges [t (375) = -4.70, p= .000] and higher levels of classroom implementation [t (375) = 2.11, p= .036] whereas teachers perceived IBL as more effective in enhancing students’ ability to analyze Chemistry problems [t (375) = -7.67, p= .000] at a level of significance of .05. The study concluded that although IBL is positively perceived, differences in experiences and expectations suggest a need for better alignment in its implementation. The study recommends regular training for teachers on IBL and provision of adequate resources for effective implementation of IBL. Keywords: Students’ Perceptions, Teachers’ Perceptions, Inquiry-Based Learning, Form Three Chemistry Class, Rachuonyo North.