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Nov 30, 2023Article Details
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Main Article Content
Perceptions of teachers towards the Use of Inquiry-Based Learning Following 5Es Instructional Model in Biology at Upper Secondary School Level in Rwanda
Henriette Manishimwe
William Aino Shivoga
Venuste Nsengimana
Abstract
The study examined perceptions of teachers towards the use of inquiry-based learning (IBL) following 5Es instructional model in teaching biology at upper secondary school level in Rwanda. It also examined the challenges faced by teachers while using the IBL instructional model. Six senior four secondary schools and having boys and girls students offering MCB (Mathematics, Chemistry and Biology) combinations were purposively sampled for the study which involved 6 teachers and 228 students, 109 in the control group and 119 in the experimental group. Though the qualitative research approach following phenomenological design with in-depth interviews was largely employed, quantitative data on students’ achievement in, and attitude to learning, biology were also collected prior to and after the IBL implementation. Findings revealed that teachers perceive the IBL as a useful approach in teaching and learning biology as it assists to implement learner-centered method. Additionally, it polishes students’ understanding of biological concepts, and hence promotes achievement. Further, teachers confirm that students’ interest in biology and positive attitude change were observed upon using the inquiry instructions, and the skills to transfer their knowledge in real life situation were acquired, Furthermore, confirm that the IBL approach has raised students’ interest to follow biology subject and positively change their attitude towards biology. Insights on 5Es instructional model were considered. However, time constraint, lack of teaching resources and need for classroom management were raised as challenges to successfully teach biology using the IBL. The study recommends the use of IBL following 5Es instructional model in teaching and learning biology upon having enough trainings for in-service teachers, and availability of teaching resources.
