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 the past few years, its performance has been poor as indicated in Kenya National Examinations Council (KNEC) reports from the last decade. This study aims to investigate performance comparison between learners taught using the Exploratory 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 objectives of the study are (i) to compare the performance of students taught Physics using the IBL approach and those taught using TL approaches, (ii), to find out the effect of IBL approach and TL approaches on retention of Physics concept and (iii) to find out challenges faced in using the IBL approach and TL approach in learning of Physics. 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 and 45 Physics teachers. 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 category. From each stratum random sampling was used to select schools from the categories; extra county, County and Subcounty schools. Purposive sampling was used to select schools with only one physics teacher-where there were more than one physics teacher, one was chosen randomly. The sample size comprised 282 physics students and 12 Physics teachers. 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 with both descriptive and inferential statistics using 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 of those taught using traditional approaches. Teachers of Physics highlighted various major challenges that hindered the implementation of the IBL approach, including inadequate resources, a heavy workload, and limited training of teachers on use of the IBL approach. The researcher recommended that the Ministry of Education implement the use of the IBL in its curriculum policy for teaching Physics in Kenyan Schools. 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 IBL.