Challenges in Teaching Physics using Inquiry-Based Teaching and Learning Approach: A Case of Lower Secondary School in Gakenke District, Rwanda

Abstract

This study was conducted for identifying the challenges confronted by Physics teachers during the implementation of competence-based curriculum (CBC) using inquiry-based teaching and learning (IBTL). It was qualitative by nature and it used a case study design. Semi-structured interview was used to collect data.  It involved a sample of three teachers selected purposefully from physics teachers of 50 lower secondary schools of Gakenke District located in Northern Province of Rwanda. Data were analyzed using thematic analysis. The findings from the study revealed that the participants of the study met with number of challenges during the implementation of physics competence-based curriculum using IBTL. Those challenges include the lack or insufficiency of teaching-learning materials and infrastructures, shortage of time, poor English language of students, beliefs of students that physics is difficult subject and the lack of teachers’ skills and knowledge to prepare inquiry-based lesson. The participants of the study are recommended to improvise local available teaching materials for effective use of IBTL. Policymakers are recommended to organize regular trainings of teachers at schools levels on how to plan inquiry-based lesson for effective implementation of physics CBC.