Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya

Inquiry-Based Learning (IBL) influences educational outcomes such as test scores, students’ attitudes, and self-efficacy. Self-efficacy is a significant predictor of the academic performance of students and therefore it is an important construct for measuring attainment of learning objectives. This...

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Main Authors: Christine Nzomo, Mueni, Peter Rugano, John Mungai Njoroge, Ciriaka Gitonga Muriithi
Format: Article
Language:English
Published: Elsevier 2023-01-01
Series:Heliyon
Subjects:
Online Access:http://www.sciencedirect.com/science/article/pii/S2405844022039603
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author Christine Nzomo, Mueni
Peter Rugano
John Mungai Njoroge
Ciriaka Gitonga Muriithi
author_facet Christine Nzomo, Mueni
Peter Rugano
John Mungai Njoroge
Ciriaka Gitonga Muriithi
author_sort Christine Nzomo, Mueni
collection DOAJ
description Inquiry-Based Learning (IBL) influences educational outcomes such as test scores, students’ attitudes, and self-efficacy. Self-efficacy is a significant predictor of the academic performance of students and therefore it is an important construct for measuring attainment of learning objectives. This paper discusses how inquiry-based learning in Chemistry practical lessons enhances students' self-efficacy in Chemistry. A total of 21 Chemistry teachers and 357 Form three Chemistry students were randomly selected from the 21 classrooms that these teachers taught. A concurrent triangulation mixed-methods research design was employed. Data was gathered using an adapted teachers’ self-reported IBL instrument and a lesson observation schedule was used to rate the teachers’ IBL use in Chemistry practical lessons. Besides, a 26 item instrument was also adapted from existing literature to measure students’ self-efficacy in Chemistry. Exploratory Factor Analysis (EFA), and Principal Component Analysis (PCA) were used to determine the suitability of measuring tools. Means and percentages were used to examine IBL use and students’ self-efficacy while Pearson Correlation coefficient and regression analysis were used to examine the influence of IBL on learners' self-efficacy. Results revealed that teachers used inquiry-based learning once a week (overall mean = 3.89). Also, students’ rating of their self-efficacy in Chemistry was high (Mean = 3.929). Finally, the results from correlation and regression analysis revealed a strong positive correlation between inquiry-based learning and students’ self-efficacy in Chemistry (r = 0.903, p < 0.05, R2 = 0.8155).
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spelling doaj.art-224c912e808c42beacecebd337462c502023-02-03T04:58:31ZengElsevierHeliyon2405-84402023-01-0191e12672Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in KenyaChristine Nzomo, Mueni0Peter Rugano1John Mungai Njoroge2Ciriaka Gitonga Muriithi3Department of Education, University of Embu, Kenya; Corresponding author.Department of Education, University of Embu, KenyaDepartment of Research &amp; Development Knowledge Management, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), KenyaDepartment of Education, University of Embu, KenyaInquiry-Based Learning (IBL) influences educational outcomes such as test scores, students’ attitudes, and self-efficacy. Self-efficacy is a significant predictor of the academic performance of students and therefore it is an important construct for measuring attainment of learning objectives. This paper discusses how inquiry-based learning in Chemistry practical lessons enhances students' self-efficacy in Chemistry. A total of 21 Chemistry teachers and 357 Form three Chemistry students were randomly selected from the 21 classrooms that these teachers taught. A concurrent triangulation mixed-methods research design was employed. Data was gathered using an adapted teachers’ self-reported IBL instrument and a lesson observation schedule was used to rate the teachers’ IBL use in Chemistry practical lessons. Besides, a 26 item instrument was also adapted from existing literature to measure students’ self-efficacy in Chemistry. Exploratory Factor Analysis (EFA), and Principal Component Analysis (PCA) were used to determine the suitability of measuring tools. Means and percentages were used to examine IBL use and students’ self-efficacy while Pearson Correlation coefficient and regression analysis were used to examine the influence of IBL on learners' self-efficacy. Results revealed that teachers used inquiry-based learning once a week (overall mean = 3.89). Also, students’ rating of their self-efficacy in Chemistry was high (Mean = 3.929). Finally, the results from correlation and regression analysis revealed a strong positive correlation between inquiry-based learning and students’ self-efficacy in Chemistry (r = 0.903, p < 0.05, R2 = 0.8155).http://www.sciencedirect.com/science/article/pii/S2405844022039603Inquiry-based learningSelf-efficacyChemistry practical
spellingShingle Christine Nzomo, Mueni
Peter Rugano
John Mungai Njoroge
Ciriaka Gitonga Muriithi
Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
Heliyon
Inquiry-based learning
Self-efficacy
Chemistry practical
title Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
title_full Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
title_fullStr Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
title_full_unstemmed Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
title_short Inquiry-based learning and students’ self-efficacy in Chemistry among secondary schools in Kenya
title_sort inquiry based learning and students self efficacy in chemistry among secondary schools in kenya
topic Inquiry-based learning
Self-efficacy
Chemistry practical
url http://www.sciencedirect.com/science/article/pii/S2405844022039603
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