IJCRR - Vol 06 Issue 15, August, 2014
INQUIRY-BASED LEARNING APPROACHES: THE BEST PRACTICE FOR BASIC SCIENCE TEACHERS
Author: Ayodele Mathew Olagoke, Olatunbosun Segun Mobolaji, Daramola Mercy A
This paper provides information obtained from Junior Secondary School teachers on their orientation towards the use of inquirybased approach for teaching Basic Science in Ekiti State, Nigeria. The population of the study comprises all the Basic Science teachers in the State. A sample of one hundred and eighty (180) teachers was selected from the three (3) senatorial districts of the State using multi-stage sampling technique. A fifteen-item scaled response questionnaire was used as an instrument. The items addressed teachers’ related beliefs, orientation and difficulties in implementing IBL in Basic Science classrooms. The fourscale, adopted likert-scale questionnaire was distributed by the researchers to the participants in their schools. The instrument was validated by experts in the fields of language, science education and evaluation while the reliability coefficient of 0.74 was obtained for the questionnaire. Data collected were analyzed using the mean score and standard deviation of each statement while the only hypothesis formulated was tested using t-test statistics at 0.05 level of significance. The result showed that many teachers had no knowledge of IBL as reflected in their responses, but they have a strong belief that IBL has the potential to overcome learning problems of students in Basic Science. The study also revealed that teachers suffer from lack of resources, unequipped laboratory, too large class size and lack of time allocation in the school time-table for implementing IBL. The study also revealed that the opinion of male and female teachers in the use of IBL did not differ significantly. It was recommended that practicing science teachers should endeavor to employ IBL in their teaching because of its great benefits to students as it allows
them to reflect on their own ideas in an effort to build their knowledge, understanding and interpretation of ideas.
Keywords: Inquiry-based learning, basic science teachers, junior secondary school and teachers’ orientation
Ayodele Mathew Olagoke, Olatunbosun Segun Mobolaji, Daramola Mercy A. INQUIRY-BASED LEARNING APPROACHES: THE BEST PRACTICE FOR BASIC SCIENCE TEACHERS International Journal of Current Research and Review. Vol 06 Issue 15, August, 15-19
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