EFFECTS OF INQUIRY-BASED LEARNING ON ACQUISITION OF SCIENCE PROCESS SKILLS AND ACHIEVEMENT IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN WARENG SUB-COUNTY, KENYA

Abstract

This study investigated the effects of Inquiry-based learning (IBL) in Biology students‘ acquisition of Science Process Skills (SPS) and achievement among Form three students in Wareng Sub-County of Kenya. The purpose of the study was to determine the effect of IBL on Biology students‘ acquisition of SPS and achievement. The main objective of the study was to determine the extent to which IBL affects the acquisition of SPS and impacts on achievement among Form three Biology students in Wareng Sub-County of Uasin-Gishu County, Kenya. The study was guided by the constructivist learning theory, derived from the works of Piaget (1973) and Vygotsky (1978). The study was based on a pragmatist philosophy and used Solomon fourfold non-equivalent group design as a quasi-experiment. The study variables were independent variable – IBL and dependent variables were acquisition SPS and achievement in Biology. The study sample comprised 220 Form three students representing a population of 2,594 students. Stratified, systematic and simple random sampling was used to obtain the study sample. Selected students‘ responded to a Biology Science Process Skills Questionnaire (BSPSQ) which sought to obtain views from learners on IBL. Students were also exposed to two sets of Biology SPS Achievement Test (BSPSAT) – Pre-test and Post-test – so as to establish their achievement. A Biology SPS Observation Checklist (BSPSOC) was used to record observations on application of SPS made during the study. Data was coded, collated and analysed using the computer software of Statistical Package of Social Sciences (SPSS) version 20. Qualitative and quantitative data was presented using tables (frequency and percentages) and graphs. Independent samples t-test and both one-way and two-way Analysis of Variance (ANOVA), was used to compare the achievement of the experimental and control groups and also examine the interaction effect between IBL and gender on achievement. The study established a significant difference between students taught using IBL and those taught using TL. The study established that students taught by IBL had higher levels of acquisition of SPS and higher achievement when compared with those taught using TL. The study also established that there was an interaction effect between IBL and gender on achievement. The study concluded that IBL is an effective teaching method on acquisition of SPS and achievement in Biology subject when compared to TL. It is anticipated that the findings of this research will be useful to secondary school Biology teachers, Biology curriculum developers, policy makers in education and other stakeholders in the education sector as relates to effectiveness of IBL on the acquisition of SPS and achievement in Biology. The study also provides suggestions for further research.