The Comparison between Inquiry-Based and Traditional Learning Approaches on the Student Performance in Physics in Kesses Sub- County, Kenya

Abstract

Physics is one of the science subjects offered in the Kenyan secondary school curriculum. Despite attracting few learners over a long period of time, its performance has been poor as indicated in the Kenya National Examinations Council (KNEC) reports. This study aimed at investigating performance comparison between learners taught using the Inquiry-Based Learning (IBL) approach and those taught using Traditional Learning (TL) approaches in Secondary schools within Kesses Sub- County in Uasin Gishu County. The objective of the study was to compare the performance of students taught Physics using the IBL approach and those taught using TL approaches. The study was based on Experiential Learning theory by Carl Rogers (1969). The IBL approach for this study was an exploratory learning approach, which involves learners performing experiments and sharing results. The target population was 1,009 Form Three Physics students from 47 schools. Stratified random sampling, simple random sampling and purposive sampling were used in this study. Stratified random sampling was used to divide schools into three strata according to their categories. From each stratum, random sampling was used to select schools from the categories; extra county, County and Subcounty schools. The sample size comprised of 282 physics students from sampled schools. A quasi-experimental design was employed where sampled students were divided into control and experimental groups. Pre-tests and post tests were then administered and tests results were analyzed. Collected data was analyzed using softwares which were, SPSS version 25 and the Microsoft Excel 2021 version application programs. The findings showed that performance of learners taught Physics using IBL approach was greater than that of those taught using traditional approaches. The results of the study are expected to be instrumental to curriculum developers at the Kenya Institute of Curriculum Development (KICD) in designing a Physics curriculum that promotes the IBL approach in delivering instructions. The results will also help school administrators and teachers of Physics in coming up with policies that promote use of IBL approach.