LEVEL OF UTILIZATION OF INQUIRY BASED

LEARNING STRATEGY AMONG CHEMISTRY

TEACHERS IN SECONDARY SCHOOLS IN ILORIN,
NIGERIA.

BY

RAJI, Oluwafisayomi Abayomi

20/25PB174

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

SCIENCE EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF
ILORIN, ILORIN, NIGERIA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF BACHELOR OF SCIENCE (EDUCATION) [B.Sc. (Ed.)]
DEGREE IN CHEMISTRY

CERTIFICATION
This is to certify that this study titled “Influence of Inquiry Based

Learning Strategy on Secondary School Students’ Self-Efficacy in Chemistry

Practicals in Ilorin Metropolis.” was carried out by RAJI, Oluwafisayomi

Abayomi (20/25PB174) has been read and approved as meeting part

of the requirements of the Department of Science Education,

Faculty of Education, University of Ilorin, Ilorin, Nigeria for the

award of B. Sc. (Ed.) Degree in Chemistry.

______________________ ______________________
Dr. K. Abdullahi Date
Supervisor

______________________ ______________________
Dr. Khadijat S. Ameen Date
Head of Department

______________________ ______________________
Prof. L. A. Yahaya Date
Dean, Faculty of Education

______________________ ______________________
External Supervisor Date

ii
 DEDICATION

This research work is dedicated to ALMIGHTY GOD whose mercy are unending

and to my parents,who have always believed in me and supported my academic

journey,your unwavering encouragement made this project possible.

iii
 ACKNOWLEDGEMENTS.

I wish to commence by expressing gratitude to the Almighty God, whose

limitless grace and benevolence have steered me throughout this academic

voyage. His sacred sagacity and favors have served as a consistent wellspring of

fortitude and motivation, empowering me to endure obstacles and attain my

objectives. I am sincerely appreciative of His counsel, safeguard, and the

opportunities He has bestowed, and I consecrate this endeavor to His eternal

magnificence. None of this would have been achievable without His backing.

I am profoundly appreciative to my supervisor , Dr. K. Abdullah, for his

resolute backing, perceptive counsel, and priceless input during this research

project. His proficiency and inspiration have been pivotal in molding my work,

and his commitment to eminence has motivated me to pursue the utmost

standards in my academic pursuits. I am greatly beholden to him for his

forbearance and constant availability to offer guidance and encouragement.

Acknowledgment is due to the other lecturers in the Department of

Science Education commencing with the Department Head, Dr. Khadijat S.

Ameen, and the remaining academic faculty of the Science Education

iv
Department; namely, Prof Medinat F. Salman, Prof. G. Bello, Prof. M. A. Ahmed,

Dr. M. A. Akanmu, Dr. K.O. Afolabi, Dr. R. E. Mohammed, Dr. J. E. Upahi, Dr.

Florence O. Abidoye, Dr. Hafsat, I. Alabi, Dr. Rihannat A. Ahmed, Dr. Basirat T.

Imam. Gratitude is equally extended to all non-academic staff of the Science

Education Department, University of Ilorin, for their collaboration, aid, and

scholarly contributions that enhanced the caliber of the project.

I desire to convey my deep appreciation to my parents, Mr. and Mrs. Raji,

whose affection, encouragement, and sacrifices have formed the foundation of my

educational expedition. Their unwavering backing and belief in my capabilities

have given me the resilience and resolve to overcome hurdles and realize my

ambitions. Their continual supplications and ethical support have served as my

wellspring of inspiration throughout this scholarly pursuit.

To my amicable siblings, Raji Toluwani, Raji Israel, Raji Segun, and Raji

Esther, I offer my sincere gratitude. Your continual encouragement, empathy, and

affection have been a steadfast source of support for me. Each one of you has

played a significant role in my voyage, and your backing has been priceless in

aiding me to attain this milestone.

v
 I am greatly appreciative of my friends Mudaisiru Rauf, Mustapha

Emmanuel, Ubah Raphael, and Ezekiel Joy for their unwavering companionship

and support. Your camaraderie and encouragement have rendered this academic

expedition more delightful and less formidable. Your confidence in my

capabilities and your continual motivation have been a significant source of

fortitude and solace.

I express my gratitude to the esteemed course representative, Amadi

Austin, for his outstanding leadership and support during our academic journey.

His commitment to assisting fellow students has significantly enhanced our

learning experience. The assistance and collaboration provided by him have been

truly commendable, and I am appreciative of his role in our academic

achievements.

I also want to acknowledge the efforts of my project colleagues and

coursemates. Their joint efforts, feedback, and shared knowledge have added

great value to our research endeavors. The unity and encouragement within our

team have played a crucial role in surmounting obstacles and reaching our

academic aspirations. Their contributions and companionship have been of

vi
immense importance, and I am thankful for the privilege of collaborating with

such a devoted cohort.

TABLE OF CONTENTS

Title page i

Certification ii

Dedication iii

Acknowledgements iv

List of table v

Abstract ix

CHAPTER ONE
INTRODUCTION
Background to the Problem 1

Statements of the Problem 9

Purpose of the Study 11

Research Questions 11

Research Hypothesis 12

vii
Scope of the Study 12

Significance of Study 13

Operational definitions of Terms 14

CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework of the study 16

Introduction to Inquiry-Based Learning (IBL) 22

Historical Perspectives on IBL (inquiry based learning) 25

Benefits and Challenges of IBL (inquiry based learning) 29

IBL Strategies in Science Education 34

Teacher Preparedness and Professional Development 38

IBL Implementation in Chemistry Education 44

Methodological Approaches in IBL Research 50

Empirical Studies on Influence of Gender and School Type 55

viii
Appraisal on the literature Reviewed. 56

CHAPTER THREE
RESEARCH METHODOLOGY
Research Type 59

Population, Sample and Sampling Techniques 59

Research Instrument 60

Validation of Research Instrument 60

Procedure for Data Collection 61

Data Analysis Techniques. 62

CHAPTER FOUR
DATA ANALYSIS AND RESULT
Demographic Data 63

Summary of the Finding 72

CHAPTER FIVE

ix
 DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion 73

Conclusion 77

Recommendations 78

Suggestion for Further Studies 79

REFERENCES

APPENDICES

x
 LIST OF TABLES

Table 1: Demographic Information of the Respondents’ Gender 64

Table 2: Demographic Information of the Respondents’ Education

Qualification

64

Table 3: Demographic Information of the Respondents’ Years of

Experience 65

Table 4: Level of Utilization Of IBL Among Chemistry Teachers In

Secondary Schools In Ilorin 66
Table 5: Self-Reported IBL Use of Chemistry Teachers in Practical Lessons
in Secondary Schools in Ilorin. 69

Table 6: Descriptive statistics on enacted use of IBL of chemistry teachers

in Practical lessons in secondary schools in Ilorin 68
Table 7: Paired-Samples Statistics and Test Results for Self-Reported vs.
Enacted IBL Use among Chemistry Teachers 70

xi
 ABSTRACT

Inquiry based learning has been shown to be promising method especially for
chemistry teaching in secondary schools .However ,despite its advantages, it is
rarely used in chemistry teaching in Nigerian schools. The study aim to address
the gap of the level of utilization of inquiry based learning strategy among
chemistry teachers in secondary schools in Ilorin Nigeria. A descriptive survey
design were used, data were collected from 50 secondary school chemistry
teachers in Ilorin West LGA through a validated instrument. Descriptive and
inferential statistical analyses were employed to assess the current state of IBL
adoption and its variation across demographics.

The findings of the study reveal that:

1. High Level of IBL Use: 88% of teachers report high utilization of IBL
strategies.
2. Discrepancy in IBL Practices: There is a significant gap between self-
reported and observed IBL practices, with actual classroom
implementation being less consistent than reported.
3. Frequent Engagement in IBL Strategies: Teachers often engage in
various IBL strategies, such as assessing prior knowledge and connecting
learning experiences.
4. Need for Professional Development: The gap between perception and
practice indicates a need for professional development to better align
teachers' practices with their perceptions. This can enhance the
effectiveness of IBL in fostering critical thinking and problem-solving
skills among students.

Based on these findings, the study recommended the following:

1. Endorsement of IBL: Education stakeholders should continue to support

and promote IBL approaches. This includes providing opportunities for
professional growth through workshops, seminars, and collaborative
teaching sessions to help educators exchange best practices and stay
updated on the latest IBL methods.
2. Emphasis on Student-Created Investigations: Schools should ensure
their laboratories are well-equipped with necessary materials for student-
led experiments. Professional development should also include training
teachers on effectively managing and integrating these activities into their
lessons.

xii
 CHAPTER ONE
INTRODUCTION
Background to the Problem

Education is the bedrock of any nation’s development and is central to all aspect

of any nation’s economy. It is the total process of human learning by which

knowledge is impacted, faculties trained and skills developed (Odukwe &

Nwafor, 2021). Education, according to Ugwu (2019) and Chukwuma and

Aniekwe (2011) can be regarded as the process of imparting and acquiring

general knowledge, instrument for effecting human learning, transformation and

capacity development. Thus, it is a means through which man acquires learning

and is molded to fit into the society. In this era of the global world, education has

assumed a prominent role. It has become a very important factor in the

advancement of society. Consequently, the need for education is increasing by the

day. In the National Policy on Education, the Federal Government of Nigeria

(FGN, 2014) had continued to update her educational system to meet up with

various educational challenges. Senior secondary education in Nigeria, on its part,

aims at equipping students to live effectively in our modern age of science and

technology, hence, the inclusion of science education in the secondary school

curriculum in Nigeria. The Nigeria secondary school science education

curriculum lay emphasizes on the teaching and learning of science subjects

through inquiry based.

1
Science is the discipline concerned with a systematic organization of a body of

knowledge or investigation into facts and principles demonstrating the

functioning of universal laws (Alachi et al., 2021). Ada (2014) stated that

contemporary scientific advancements serve as both the solution and challenge of

the future. Across the annals of human civilization, science has stood as a

prominent catalyst for instigating and hastening societal advancement and

progression. Ada (2014) further notes that the global community recognizes the

substantial impact of science, evident in the revitalization of economies,

enhancement of living standards in urban and rural regions, and the combat

against diseases through innovative methods and enhanced production

capabilities. The pivotal role of science extends to realms such as education,

healthcare, socioeconomic progress, energy sustainability, and environmental

conservation. Science education consists of various fields with distinct

pedagogical practices. Among these field are life, natural and physical science.

The physical science is predominated by study of physics and chemistry.

Chemistry is a natural science that deals with the study of matter, its properties,

structure, composition, changes experienced by it, and behavior in general. In

chemistry, the quality of matter, how it changes as well and why it changes are

investigated(Ndukwe & Obafemi, 2023). Chemistry is a fundamental subject

within the realm of science education at the senior secondary school level in

Nigeria according to the Federal Government of Nigeria (FGN, 2004). It holds a

2
central position in various scientific fields such as medicine, pharmacy,

agriculture, nursing, engineering, geology, and others. It is evident that a student

aspiring to pursue studies in these disciplines must possess a solid foundation in

chemistry. The significance of chemistry education is thus paramount in the

academic pursuits of various disciplines, thereby contributing to the sustainable

development of the nation. The specific aims of imparting chemistry knowledge

at the senior secondary school level are: i) comprehension of fundamental

chemistry principles, ii) acquisition of practical laboratory skills with a focus on

safety protocols, iii) recognition of the interconnectedness between chemistry and

other fields, iv) understanding the nexus between chemistry, industry,

environment, and daily life in terms of advantages and risks, v) cultivation of

critical thinking abilities, and vi) fostering the development of information

communication technology tools that can enhance entrepreneurial capabilities are

outlined in the National Policy on Education (FGN, 2004) and are further

supported by examination bodies like the West African Examination Council

(WAEC, 2013), curriculum development institutions such as the Nigerian

Educational Research and Development Council (NERDC, 2008), and the

National Examination Council (NECO, 2013). These objectives are designed to

underscore the role of chemistry in advancing secondary education in Nigeria.

Chemistry as a science subject, takes up a very significant place in the senior

secondary school science education curriculum because of its applications in

3
everyday life and the role it plays in enabling students to develop intellectual

capability, One of the objectives for teaching chemistry is to enable learners to

use knowledge and skills acquired to solve problems in everyday life (Odukwe &

Nwafor, 2021).

The adoption of inquiry-based strategies is believed to enhance the significance of

chemistry education for students (Gilbert et al., 2011; King, 2012). King (2012)

asserted that at the core of the inquiry-based approach lies the integration of

chemistry into real-life scenarios, presenting chemical principles based on

practical necessity. This implies that students must grasp chemical concepts to

comprehend their application in real-world contexts. Classroom activities in

Chemistry continue to be primarily teacher-centered, with a focus on methods

such as lectures and teacher demonstrations. Research findings indicate that these

traditional approaches are not effective in fostering science learning at the

primary and secondary school levels in Nigeria. The lecture method is often used

in traditional teaching due to either a lack of skills or a lack of time needed for

specific types of instruction. Additionally, students face difficulties in applying

their knowledge to real-life situations, resulting in uncertainty and confusion

about their future. It is crucial to foster self-reliance and self-confidence in today's

learners so that they can adapt to the frequent changes in life. Conversely, the

traditional lecture method does not encourage students to ask questions. It is a

4
one-way process in which the teacher imparts knowledge while students are

expected to simply listen, thus inhibiting their curiosity and inquisitiveness.

Teachers play a critical role in the regulation of student learning within the

context of educational reform initiatives (King, 2012). The introduction of

curriculum reforms in the field of chemistry education is believed to introduce a

greater range of instructional strategies that chemistry educators can employ to

facilitate student learning within their educational settings. Overmana (2014)

argued that teaching science within relevant contexts necessitates the utilization

of a diverse array of pedagogical approaches beyond traditional methods. Despite

the significance of chemistry, students’ achievement in the subject has been

consistently poor. This may be attributed to the insufficient adoption of inquiry-

based teaching methods, hindering greater interaction in the teaching and learning

of chemistry. Nigerian schools have witnessed subpar academic performance in

chemistry over the years Ogu (2024) as evidenced by consistent reports of poor

achievement from the West African Examination Council (WAEC). Numerous

factors contribute to the inadequate academic performance of students in the field

of chemistry, including pedagogical methods, educators' qualifications, teaching

experience, geographical distribution of teachers, and gender imbalances. Ajaja

(2013) emphasized the crucial role of pedagogy and instructional techniques in

the realm of science, highlighting their significant influence on academic results,

5
and advocating for the adoption of alternative teaching methods to enhance

student involvement and optimize their academic success.

Stella and Chinelo (2021) asserted that teaching and learning have gone

beyond the teacher standing in front of the learners to disseminate information to

them without learners actively participating. One of the active learning and

teaching strategy is Inquiry-based learning, which has been identified as a

strategy that allow students participation in teaching and learning

process(Berhanu & Sheferaw, 2022; Orosz et al., 2023;). Inquiry-based learning

(IBL) is a dynamic and multifaceted educational approach that engages students

in a hands-on learning process. This method involves a series of activities where

students observe, question, and research to build upon existing knowledge. They

plan and conduct investigations, use various tools to collect and analyze data, and

then propose theories, explanations, and forecasts (Nzomo et al,2023).

The adoption of the inquiry-based learning (IBL) approach has proven beneficial

in the field of Chemistry. Nzomo et al (2023) indicates that IBL effectively

supports and sustains students’ grasp of complex Chemistry topics, such as the

rate of chemical reactions. Additionally, IBL has been linked to positive shifts in

students’ attitudes toward Chemistry and their proficiency in understanding its

concepts (Nzomo et al, 2023). Studies show that IBL increases the academic

achievement of students not only in science classes but also in areas such as arts,

6
foreign languages, social studies, and mathematics (İlter, 2013). IBL is one of the

strategies within the constructivist learning approach which provides an

environment that students can determine and ask valid and testable questions;

determine hypotheses and alternatives; gather information; and apply, evaluate,

analyze, and interpret scientific methods and techniques (Kartal, 2014).

The level of inquiry-based learning utilization among chemistry teachers is

crucial for several reasons. Research has shown that inquiry-based learning can

enhance students' understanding and retention of scientific concepts (Daniel,

2010). Assessing the extent to which chemistry teachers incorporate inquiry-

based learning can provide insights into the effectiveness of different teaching

approaches. Utilizing inquiry-based learning in chemistry classes can increase

student engagement and interest in the subject (Wieman, 2011). By evaluating the

level of utilization among teachers, it can be determined if students are actively

involved in the learning process, leading to a more interactive and engaging

classroom environment. Identifying the level of inquiry-based learning utilization

can help in recognizing the professional development needs of chemistry

teachers (Jacob, 2015). A low utilization rate may indicate a need for training and

support to enhance teachers' skills in implementing inquiry-based approaches

effectively. By measuring the level of IBL utilization, researchers can evaluate its

impact on student engagement, critical thinking skills, and academic achievement.

7
Identifying the level of IBL utilization among chemistry teachers helps in

determining their professional development needs. Teachers who have limited

experience or training in implementing IBL may require additional support,

resources, or training to effectively integrate inquiry-based approaches into their

teaching practices (Turan, 2015).

Monitoring the level of IBL utilization among chemistry teachers allows for

continuous improvement in teaching practices. By identifying areas where IBL is

underutilized or ineffective, educators and policymakers can implement targeted

interventions to enhance the quality of instruction and promote student

success (Turan, 2015). Data on the level of IBL utilization among chemistry

teachers can inform educational research and policy development. It provides

valuable insights into the current state of inquiry-based teaching practices in

chemistry education, guiding future research directions and policy initiatives

aimed at promoting innovative teaching.

Gender serves as a significant variable in the implementation of Inquiry-Based

Learning (IBL) strategies among chemistry teachers and students in Kwara State.

Research indicates that gender stereotypes and biases can influence teaching

practices and student engagement in science education (Kristina Andersson,2016)

In Kwara State, it is crucial for teachers to be aware of how gender dynamics may

impact the effectiveness of IBL strategies in the chemistry classroom. By

8
promoting gender awareness and inclusive teaching practices, educators can

create a supportive learning environment that encourages all students, regardless

of gender, to actively participate in inquiry-based activities (Ottemo,2015).

Addressing gender biases and providing professional development opportunities

for teachers to enhance their gender awareness can lead to more equitable and

engaging chemistry education experiences for students in Kwara State.

Ultimately, considering gender as a variable in IBL implementation can help

promote diversity, inclusivity, and academic success among students in the

region.

Statement of the Problem

Chemistry education in Nigeria encounters a crucial obstacle which is the

presence of misconceptions regarding chemistry concepts among students, which

notably impede their academic performance. This particular issue has been well-

documented by Erduran (2019) and is further corroborated by the Chief

Examiners’ Reports of WAEC (2021), associating these misconceptions with the

substandard academic results in chemistry. The conventional teaching

approaches, as analyzed by (Kirschner 2020), frequently prove ineffective in

rectifying these misconceptions or nurturing a profound comprehension of

chemistry concepts. Inquiry-Based Learning (IBL) has been acknowledged as a

potent pedagogical approach capable of enriching students’ comprehension and

9
involvement in chemistry. Studies conducted by Akpan and Andre (2019) and

Bybee (2017) have demonstrated that IBL facilitates scientific inquiry, critical

thinking, and problem-solving aptitudes. Despite its validated advantages, the

degree of IBL integration in Nigerian secondary schools, specifically in Ilorin,

Kwara State, remains inadequately explored. The disparity between the professed

and implemented utilization of IBL techniques by chemistry educators represents

a void in the existing literature that this research endeavors to scrutinize. While

earlier studies have pinpointed the factors that influence IBL implementation,

such as teachers’ convictions and attitudes (Temelly, 2019), professional growth

(Gokhale & Mahanta, 2020), and subject knowledge (Hmelo-Silver & Barrows,

2016), they have not thoroughly investigated the practical execution of IBL

within the classroom context in Ilorin. This study will bridge this gap by

evaluating both the professed and implemented utilization of IBL techniques

among chemistry teachers in Ilorin’s secondary educational institutions. It will

evaluate the extent of IBL application, delve into the factors impacting its

execution, and ascertain whether there exists a substantial variance between

teachers’ professed methodologies and their actual utilization of IBL during

practical sessions.

10
Purpose of the study

The main purpose of this study was to find out the level of utilization of inquiry-

based learning strategy among chemistry teachers in secondary schools in Ilorin,

Nigeria. Specifically, the study will determine.

1. The level of utilization of IBL among chemistry teachers in secondary

schools in Ilorin

2. The self-reported IBL use of chemistry teachers in practical lessons in

secondary schools in Ilorin?

3. The enacted use of IBL of chemistry teachers in practical lessons in

secondary schools in Ilorin?

4. Whether there is any significant difference between the self-reported and

enacted IBL use in practical lessons among chemistry teachers in secondary

schools in Ilorin?

Research questions

The following research questions were answered in this study.

1. What is the level of utilization of IBL among chemistry teachers in

secondary schools in Ilorin?

11
2. What is the self-reported IBL use of chemistry teachers in practical

lessons in secondary schools in Ilorin?

3. What is the enacted use of IBL of chemistry teachers in practical lessons

in secondary schools in Ilorin?

4. Is there any significant difference between the self-reported and enacted

IBL use in practical lessons among chemistry teachers in secondary schools in

Ilorin?

Research hypothesis

The following hypotheses were formulated and tested at level of 0.05

significance.

H01: There is no significant difference between the self-reported and enacted IBL

use in practical lessons among chemistry teachers in secondary schools in Ilorin.

Scope of the study

This study investigates the primary variables of the level of utilization of IBL

strategies by chemistry teachers and the consequent impact on students’ academic

performance in chemistry. Secondary variables include the influence of teacher

training, availability of resources, and the support systems provided by schools on

the implementation of IBL.

12
This study focuses on the level of utilization of IBL strategy on chemistry

teachers in senior secondary school in Ilorin. The target population however will

involve all the senior secondary school teachers in Ilorin metropolis. This

research is geographically focused on Ilorin, Kwara State, Nigeria, selected for its

diverse educational settings that include government-owned, private, and

government-subsidized schools, as well as single-sex and co-educational

institutions in both rural and urban areas.

The population for this study includes all chemistry teachers at senior secondary

schools in Ilorin for the academic year 2023/2024. A purposive sample of 200

chemistry teachers across 100 schools has been selected to represent the

educational diversity of Ilorin. The Reformed Teaching Observation Protocol

(RTOP) is employed to quantitatively measure the levels of IBL utilization

among the observed chemistry teachers. Descriptive statistics will be used to

summarize the collected data, while inferential statistics will be applied to

investigate the relationships between the use of IBL strategies by chemistry

teachers and the academic outcomes of chemistry students.

Significance of the study

The importance of Inquiry-Based Learning (IBL) in Chemistry education in

Nigeria encompasses various aspects. IBL methodologies promote interactive

learning, enhancing student involvement and engagement, thus enhancing their

13
critical thinking and problem-solving skills (Okongwu, 2024). This practical

approach not only enriches students' comprehension of scientific principles but

also fosters a genuine enthusiasm for the subject matter. Educators play a crucial

role in this educational transformation, shifting from conventional lecturing to

facilitating learning, thereby improving their teaching techniques and subject

knowledge (Ameh, 2015). Additionally, IBL's correlation with the scientific

method enables students to engage directly in scientific inquiry, fostering the

development of vital skills like hypothesis testing, experimentation, and data

analysis (Peter, 2013). This hands-on learning process is vital for preparing

students for higher education and future professions in science, providing them

with the essential critical thinking, teamwork, and communication skills needed

for academic and career success (Peter, 2013). To conclude, the integration of

IBL approaches by Chemistry educators in Nigeria is pivotal for educational

progress. It not only aligns teaching methods with curriculum objectives focused

on inquiry-based learning and scientific literacy but also converts the classroom

into a dynamic, participatory setting. This transformation is significant as it

enables students to play an active part in their learning journey, equipping them

for upcoming challenges (Okongwu, 2024).

Clarifications of major term and variables

14
Level Of Utilization: The level of utilization refers to the extent to which a

particular teaching approach or method, such as inquiry-based learning (IBL), is

implemented by educators in their instructional practices.

Inquiry Based: Inquiry-based learning is an instructional approach that fosters

the inclination of students to pose inquiries and delve into real-world

predicaments.

Learning Strategy: A learning strategy denotes a method for arranging and

employing a collection of aptitudes to acquire knowledge or complete objectives

in a more proficient and productive manner.

Chemistry Teachers: Chemistry teachers refer to educators who specialize in

teaching the subject of chemistry to students at various educational levels, such as

middle school, high school, or higher education institutions.

15
 CHAPTER TWO
LITERATURE REVIEW
This chapter reviews related literature under the following sub headings:

 Theoretical Framework of the study

 Introduction to Inquiry-Based Learning (IBL)

 Historical Perspectives on IBL(inquiry based learning)

 Benefits and Challenges of IBL(inquiry based learning)

 IBL Strategies in Science Education

 Teacher Preparedness and Professional Development

 IBL Implementation in Chemistry Education

 Methodological Approaches in IBL Research

 Empirical studies on influence of gender and school type

 Appraisal on the literature reviewed.

Theoretical Framework of the study:

According to the constructivist theory, individuals generate their personal

comprehension and cognition of the environment by engaging with various

encounters and contemplating upon such occurrences. Inquiry-Based Learning is

16
predicated on a constructivist paradigm of learning, facilitating the learner in the

construction of concepts through experiential engagement and verbal discourse.

This pedagogical approach offers students the chance to engage in practical

scientific tasks firsthand, thereby fostering the development of critical inquiry

skills (Millar, 2009). The nature of science as “inquiry” has implications for the

teaching and learning. (Nowsu,2015), presented science inquiry as “Engaging

students in the intentional process of diagnosing problems, critiquing

experiments, distinguishing alternatives, planning investigations, revising views,

researching conjectures, searching for information, constructing models, debating

with peers, communicating to diverse audiences, and forming coherent

arguments”. Constructivism is a learning theory that emphasizes the active role

of learners in constructing their understanding of the world through experiences

and reflection (Nzomo,2023). In the context of IBL, constructivism aligns with

the idea that students learn best when they are actively engaged in exploring and

making sense of scientific concepts through hands-on activities and inquiry-based

investigations (Landes, N 2006). By participating in the process of inquiry,

students construct their knowledge of Chemistry by connecting new information

to their existing understanding, fostering deeper learning and conceptual

development (Osborne, J. 2000). In the context of IBL, social constructivism

emphasizes the role of peer interactions, discussions, and collaborative problem-

solving in enhancing students' understanding of Chemistry concepts (Peter, R

17
2023). Through group investigations and cooperative learning experiences,

students engage in shared sense-making activities that promote the construction of

knowledge within a social context(Peter, R 2023).

Constructivism and social constructivism emphasize the importance of active

student involvement in the learning process. In IBL, students are actively engaged

in hands-on experiments, data analysis, and problem-solving activities, allowing

them to construct their understanding of Chemistry concepts through firsthand

experiences (Harlen, W. (2015). Both theories prioritize meaningful learning

experiences where students connect new information to their existing knowledge

and experiences. In IBL, students engage in authentic investigations that require

them to apply scientific concepts in real-world contexts, leading to deeper

understanding and retention of knowledge 8. Social constructivism underscores

the value of collaborative learning environments where students interact with

peers to co-construct knowledge. In IBL, collaborative inquiry activities promote

peer-to-peer discussions, knowledge sharing, and collective problem-solving,

fostering a sense of community and shared understanding among students

(Harlen, W. (2015). By integrating the principles of constructivism and social

constructivism into the design and implementation of IBL in Chemistry

education, educators can create dynamic and interactive learning experiences that

promote active engagement, meaningful learning, and collaborative knowledge

18
construction among students. Educators nationwide are currently seeking

strategies to enhance student performance in formal evaluations. Numerous

educators find that conventional teaching approaches are failing to yield the

intended outcomes. As a result, educators are exploring alternative

methodologies, such as constructivism, to bolster academic success

(Nzomo,2023). The guidelines set forth in the National Science Education

Standards assert that it is imperative for science instruction to engage students in

investigative activities that promote interaction with both educators and fellow

students.

The pedagogical approach known as constructive teaching is grounded on the

notion that students achieve optimal learning outcomes when they are able to

acquire knowledge through hands-on exploration and engaging in active learning

experiences(Christy Witt,2010). When expounding on constructivism, Parr &

Edwards (2004) asserted that students' learning environments should be

intertwined with numerous occasions where they "construct" or derive meaning

from their learning as it commences, progresses, and intensifies. They proceeded

with the discourse by affirming that these concepts align with the predominant

philosophy of agricultural education and its emphasis on abundant opportunities

for experiential learning in genuine settings. Historically, education in the

agricultural sector has encompassed both practical and theoretical aspects in its

19
intention, structure, and implementation (Parr & Edwards,2004). Inquiry-based

learning includes students constructing knowledge and understanding through the

teacher‘s encouragement to explore the world, discover knowledge, reflect, and

think critically (Santrock, 2001). The origins of inquiry-based learning and the

theoretical underpinnings of this research can be identified as originating from the

early 1900s in the works of John Dewey.

Dewey posits that via this conventional methodology, which he labels as

"traditional education," learning becomes a process characterized by the

segmentation of concepts into units, units into lessons, and lessons into facts.

Subsequently, students are tasked with progressing through these facts

sequentially to achieve proficiency in each distinct component. According to

Dewey, the content is not contextualized in real-life terms but is directly

presented as a supplement to, or an external extension of, the child's current

existence.

Dewey proceeds to elaborate on his concepts of "new education," which align

with constructivism and inquiry-based learning. Dewey posits that the

constructivist approach places greater emphasis on the learner and is more

significant to the child because "the child serves as the point of origin, the focal

point, and the ultimate goal" (p.13). He goes on to elaborate on the necessity of

constructivism by asserting, "Subject matter can never be imposed onto the child

20
externally. Learning is an active process that requires the mind to extend itself. It

is the child, not the subject matter, that determines both the quality and quantity

of learning" (p.13).

There is a general consensus in the literature regarding the positive impact of

constructivist approaches on student dispositions (Burris & Garton, 2007).

Herman & Knobloch (2004) found that the constructivist approach generated

increases in affective and cognitive outcomes. They reported that students

preferred the constructivist approach because they had been actively responsible

for their own educational process. The teacher-researcher reflected that it was

exciting to see students building connections, sharing their own experiences with

others in the classroom, and working together as a single unit(p.28).

Consequently, students are motivated by inquiry learning. Not only because

students are actively involved in the process but because the expectation of

finding the answer motivates the search for it. Constructivism is designed to make

the student the center of the learning and the teacher serves as the guide on the

side instead of the sage on the stage, which is usually the case with teacher-

centered, direct instruction classrooms (White-Clark, DiCarlo, & Gilchriest,

2008). This type of constructivist environment promotes students‘ curiosity and

motivates them to investigate their interests associated with the m

aterial, which promotes independent learning(Christy Witt,2010).

21
Introduction to Inquiry-Based Learning (IBL):

Inquiry based learning (IBL) is an educational approach that emphasizes students

active involvement in constructing knowledge through questioning,

experimentation and it has been showed to positively impact student

achievements, interest, conceptual understanding in the 21 st century skills.

Inquiry-Based Learning is a constructivist approach to learning. It enables the

learner to construct concepts from experience and from verbal interaction.

Through inquiry learning, students’ have the opportunity of getting firsthand

experience in doing science and, to develop inquiry skills (Millar, 2009)(Regina

& Enebechi, 2021).Inquiry-based learning involves students in explorations,

theory building, and experimentation. It encourages active thinking and seeking

rather than rote memorization. As stated by Baker et al. (2008), In our view,

encouraging students‘ problem solving and creative thinking is far better than

testing their ability to memorize. Inquiry-based learning is a teaching and learning

technique where students are actively involved in the learning process and the

teacher facilitates the learning process. The most important qualities of IBL are

learner-centered activities, there is solving problems, discovery activities,

scientific applications, and the instructor as a facilitator rather than a knowledge

source(Nzomo et al., 2023).

22
What makes up inquiry-based learning is what takes place in practical lessons.

Practical work refers to activities that engage learners in the process of making

observations, experimenting, and deducing explanations and conclusions based on

the findings. Experimental work helps learners understand the theoretical

Chemistry concepts, acquire problem-solving skills, and supports students’ self-

efficacy in sciences, Besides, practical lessons provide the best opportunities for

an inquiry learning approach due to the experimental nature of the

strategy(Nzomo et al., 2023).

Utilization of inquiry-based learning in science instruction can be achieved by

incorporating the 5E instructional framework, a pedagogical approach comprising

Engaging, Explaining, Exploring, Extending, and Evaluation (5Es). The presence

and frequency of each 5E component serve as a reliable gauge for the application

of IBL. The initial stage of engagement considers learners' prior knowledge and

experiences, eliciting their pre-existing conceptions of the subject matter. During

the exploration phase, students conduct investigations, while the explanation

stage is led by the teacher. The elaboration phase entails students participating in

activities that enhance their understanding of concepts, processes, or skills.

Lastly, the evaluation phase offers students a crucial opportunity to evaluate their

learning through practical application of acquired knowledge. The integration of

inquiry-based learning has proven beneficial in the field of Chemistry,

23
particularly in enhancing students' comprehension of complex topics like

chemical reaction rates. Moreover, IBL demonstrates potential in fostering

positive attitudes towards Chemistry and enhancing literacy in Chemistry-related

concepts(Nzomo et al., 2023).

Hırça (2014) considers IBL to be one of the most effective ways in which

students can take an active role in the classroom, become aware of the problems

around them, produce different solutions to these problems, and continue the

learning process more efficiently. IBL facilitates the comprehension of the

learning process among students through their active participation in academic

courses. By engaging in collaborative problem-solving tasks, students apply

scientific process skills within a group setting. Furthermore, students participate

in cooperative learning activities as part of this pedagogical approach.

Consequently, the educational experience is transformed into a source of

enjoyment and amusement.

Inquiry based learning aligns with the principle of constructivism, as advocated

by educational theorists like Dewey(1902) and Bruner(1966). Constructivism

posit that leaners actively construct their understanding of the world through

experience and reflection, emphasizing the role of the learner in the learning

process(Jonathan Ulmer,2010). In the context of science education, the use of

inquiry based learning can lead to improved student outcomes, including

24
enhanced problem solving skills, scientific literacy, and a deeper appreciation for

the scientific process(Christy Witt,2010). Chung 2004 compared constructivist

and traditionalist approaches in mathematics education and found that

constructivism was effective in helping students establish mathematics

connections. Overall, inquiry based learning holds great promise for science

education by promoting active engagement, critical thinking ,and a deeper

understanding of scientific concepts. By incorporating inquiry based learning

approaches into science classrooms, educators can empower students to become

independent learners, critical thinkers and lifelong lovers of science(Jonathan

Ulmer,2010).

Historical Perspectives on IBL:

Learning theories rooted in the concept of inquiry have undergone

significant development since the era of John Dewey up to the articulation of

Inquiry Based Learning in the most recent National Research Council report on

science standards. This progression is clearly delineated in Lloyd H. Barrow’s

2006 publication titled "From Dewey to Standards." Barrow posits that the

interpretation of the term "inquiry" has undergone noteworthy transformations

over the course of the 20th Century. The definition of inquiry in Webster’s Third

International Dictionary (1986) characterizes it as an “act or an instance of

seeking for truth, information, or knowledge; investigation; research; or a

25
question or query”. Moreover, the root term "inquire" is defined as “to ask for

information about, to make an investigation or search, to seek information or

questioning”. Within the realm of science education, there exists a lack of

consensus regarding the precise meaning of inquiry. While some educators view

inquiry as a pedagogical approach and a collection of distinct student

competencies, others acknowledge a third dimension of inquiry, namely,

knowledge pertaining to the inquiry process. Various interpretations of inquiry

include the promotion of curiosity, a teaching methodology to foster learning

engagement, hands-on activities integrating both physical and cognitive aspects,

the manipulation of materials to explore specific phenomena, and the facilitation

of student-generated inquiries. An inquiry is considered successful when it

culminates in the acquisition of new knowledge that was previously unknown.

The inclusion of inquiry into K–12 science curriculum was recommended by the

former science teacher John Dewey (1910). Dewey considered that teachers

focused more on facts than on science for thinking and an attitude of the mind.

Dewey encouraged science teachers to use inquiry as a teaching strategy in which

the scientific method was rigid and consisted of the six steps: asking questions,

clarifying the problem, formulating a hypothesis, testing the hypothesis, revising

with rigorous tests, and acting on the solution. In Dewey’s model, the student is

actively involved, and the teacher acts as a facilitator. In 1916, Dewey had

encouraged students to add to their personal knowledge of science. To accomplish

26
that, students must choose problems to address and apply their knowledge to what

they observe. Dewey’s model was the basis for the Commission on Secondary

School Curriculum (1937) responsible for Science Curriculum in Secondary

Education. Later on, Dewey (1944) modified his earlier interpretation of the

scientific method to accomplish his goal of reflective thinking: presentation of the

problem, formation of a hypothesis, collecting data during the experiment, and

formulation of a conclusion. According to Dewey (1938), problems to be studied

must be related to students’ experiences and within their intellectual capability;

therefore, the students are to be active learners in their searching for answers. The

National Research Council (NRC) developed a framework for inquirybased

learning based on the above mentioned strategies; in my opinion the framework

still needs to be more specific and more organized. Scientific inquiry is

characterized in the National Science Education Standards document (NRC,

1996, p. 23) as: A multifaceted activity that involves observation; posing

questions; examining books and other sources of information to see what is

already known; planning investigations; reviewing what is already known in light

of experimental evidence; using tools to gather, analyze, and interpret data;

proposing answers, explanations, and predictions; and communicating the results.

Dewey's work, particularly his book "The Child and the Curriculum" (1902), laid

the foundation for constructivist approaches to education, emphasizing the

27
importance of student-centered learning and active engagement in the learning

process, Dewey’s ideas on experiential learning and the role of the learner in

constructing knowledge have been instrumental in shaping the principles of IBL

and constructivist teaching practices. Bruner's work on cognitive psychology and

educational theory, including his book "Toward a Theory of Instruction" (1966),

emphasized the importance of active learning, discovery, and problem-solving in

education, Bruner's ideas on the importance of students actively constructing

their understanding through inquiry and discovery have been influential in

promoting IBL in education. Vygotskys sociocultural theory of learning

highlighted the role of social interaction and scaffolding in cognitive

development, emphasizing the importance of collaborative learning

environments, Vygotskys idea on the zone of proximal development and the

significance of social interaction in learning have informed the collaborative and

inquiry based aspect of IBL practices.

The emergency of project based learning as a pedagogical approach that

emphasize student driven inquiry, problem solving, and real world application of

knowledge has contributed to the promotion of IBL in education, PBL has

influence the integration of inquiry based practice in various educational settings,

encouraging students to engage in authentic, hands-on projects that promote

critical thinking and collaboration. The publication of the National science

28
education standards by National Research Council in 1996 emphasized the

importance of inquiry based science education and hands-on learning experiences

for students, The standard of inquiry based science education practices by

promoting inquiry based approaches that engage students in active investigations,

experimentations, and critical thinking in science classrooms.

Benefits and Challenges of IBL(inquiry based learning):

Prior research has confirmed the positive impact of inquiry-based learning

exposure on enhancing science students' interest in science subjects (Gillies and

Nichols, 2015). The comprehension of scientific content Decristan (2015) has

been linked to the implementation of IBL, active student engagement Abdi (2014)

Ekici (2022), student motivation (Bayram,2013), as well as the mastery and

retention of instructional material (Marshall and Alston, 2014). The concept that

inquiry-based learning enriches students’ involvement through the encouragement

of active participation has garnered the interest of researchers across a wide

range. The validation of IBL as a suitable method for delivering science content

has been acknowledged by the American Association for the Advancement of

Science (AAAS) Gibson and Chase 2002). Apart from actively engaging in

classroom activities, students develop self-assurance when confronted with tasks

that demand scientific skills (Gormally,2009). Numerous studies have shown that

engaging in inquiry during laboratory-based learning tasks enhances the

29
validation of exposure to scientific content (Holbrook et al. 2014; Lewthwaite

2014; Cowden and Santiago 2016). Inquiry-based learning is an educational

method that centers around the student, enabling them to exert greater autonomy

over their acquisition of knowledge. This approach stimulates the students'

inquisitiveness and serves as a driving force for them to persist in their quest for

solutions until they are obtained (Slavin, 2006). Inquiry-based learning fosters the

cultivation of autonomous problem-solving and critical-thinking proficiencies

amongst students, constituting an advantage for both the student body and

educators. Lemlech (1998) stated that the goal of inquiry learning should be to

challenge the student to “engage in activity that requires higher level thinking and

reflective processes”. Moreover, this form of education involves students based

on their unique skill sets. As a result of the personalized approach of inquiry-

based learning, uniform knowledge acquisition among all students may not be

achieved. Instead, individuals have the opportunity to explore and expand upon

the specific knowledge they require( Jonathan Ulmer,2010). IBL activities are

utilized to enhance students' inquiry skills, while the concept of "real" is

employed to cultivate an understanding of conducting a scientific study and to

equip students with the ability to critically engage with scientific issues (Filippi &

Agarwal, 2017). Additionally, the IBL approach serves as a potent educational

instrument for nurturing individuals' growth by facilitating comprehension of the

essence of science, acquisition of scientific knowledge and skills related to

30
scientific processes, and the fostering of scientific reasoning (Fang, Lamme &

Pringle, 2010). Through the process of inquiry, students are guided to leverage

scientific knowledge and methodologies, along with honing their critical thinking

and analytical skills to define and address problems. Moreover, their active

involvement in discussions, explanations, and investigations of science-related

phenomena leads to a more profound grasp of the nature of science and scientific

processes, thereby enhancing their scientific thinking capabilities (Fang, 2010).

The IBL approach not only enables students to relate to the real world more easily

but also affords opportunities to apply various science concepts, principles, and

laws learned in the classroom to tackle real-life challenges (Duban, 2014)

(Şahintepe,2020).

Although inquiry-based learning offers numerous advantages, it is also associated

with certain limitations. Upon acquainting themselves with this instructional

approach, educators often express apprehension regarding the extensive time

required for preparation and execution. In a study by Baker et al. (2008), concerns

were raised by teachers regarding scheduling conflicts and time constraints linked

to inquiry-based learning. Despite the initial time-intensive nature of preparation,

teachers noted a reduction in time commitments with each subsequent year of

lesson development. Herman & Knobloch (2004) observed an increased workload

in crafting constructivist units, yet emphasized the importance for educators to

31
evaluate the benefits of investing additional time in the creation and utilization of

such units. The investigation conducted by (Baker, 2008) revealed that the

attitudes of both teachers and students posed a moderate to slight challenge. Prior

to students' acceptance, teachers are required to have faith in and actively

implement a particular teaching approach. (Baker,2008) demonstrated that

teachers need to be at ease with instructional strategies and embrace them in a

consistent manner. The demeanor of the teacher plays a direct role in shaping the

attitudes of students, along with their interests, sense of connection, and perceived

relevance towards the subject matter.

Other drawbacks associated with inquiry-based learning includes; the possibility

of students arriving at incorrect solutions, employing inefficient methods to

acquire information, or failing to uncover the specific information they are

seeking and the rationale behind it (Santrock, 2001). Consequently, educators are

required to act as learning facilitators and steer students in the appropriate path.

(Lemlech,1998) highlighted that the principal responsibilities of teachers in

inquiry-based learning involve posing queries that steer students' investigative

efforts. Ward (2001) emphasized the crucial role of questioning by teachers, as it

serves as a vital tool to achieve desired outcomes. During interactions with

students, teachers' queries should serve as a catalyst for discussions rather than

32
fixating solely on determining a "correct" response, a tendency observed among

some educators.

(Sandifer,2005) research further delved into the significance of utilizing inquiry-

based learning to facilitate students in drawing conclusions. The research

indicated that educators following a constructivist approach often omitted the

"concluding sense-making sections" from certain activities, resulting in

challenges for students to make inferences. Additionally, (Sandifer,2005)

observed a tendency among teachers to prematurely disclose the concepts that

students were expected to formulate. When students are already aware of the

expected "answer," the element of inquiry is absent as they do not engage in the

process of self-discovery, consequently hindering the construction of their own

knowledge. Some educators may find it challenging to transition into the role of

the "guide on the side" instead of the familiar position of the "sage on the stage."

This shift may lead to a perceived loss of authority in the classroom for some

teachers, who are more accustomed to a direct instruction approach. In order for

inquiry-based learning to thrive in an educational setting, educators must undergo

a transformation into confident and skilled professionals capable of ceding some

control over instruction, thereby enabling students to independently explore and

expand their knowledge (Christy Wity,2010).

33
IBL Strategies in Science Education:

Inquiry-based learning (IBL) is a student-centered approach that encourages

active engagement, critical thinking, and problem-solving skills. In science

classrooms, several specific IBL techniques are commonly used to enhance

students' learning experiences which includes;

Problem-Based Learning (PBL): In PBL, students work on authentic, open-

ended problems that require critical thinking and problem-solving skills. This

approach is supported by (Cabe Trundle, 2010) and (Hmelo-Silver,2004).

Project-Based Learning (PBL): Project-based learning involves students in

extended, hands-on projects that address complex questions or challenges. This

technique is highlighted by (Kuo,2019) and (Yew Goh,2016).

Experimental Investigations: Students engage in hands-on experiments to

explore scientific concepts, gather data, and draw conclusions. This technique is

emphasized by (Krajcik,1998) and Sandoval (2005).

Socratic Questioning: Socratic questioning involves using probing questions to

stimulate critical thinking and encourage deeper exploration of concepts. This

method is supported by (Rodríguez-Arteche,Martínez-Aznar,2016).

34
Collaborative Group Work: Students collaborate in groups to investigate

scientific phenomena, share ideas, and solve problems together. This technique is

discussed by (Cheng,Tsai,2013) and Alt (2015).

Modeling: Students create models to represent scientific concepts visually, aiding

in understanding complex ideas. This technique is mentioned by (Madhuri,2012)

and (Cuevas,2005).

Field Studies: Field studies involve students in real-world observations and data

collection to enhance their understanding of scientific principles. This technique

is supported by (Lewthwaite,2014) and (Cowden,Santiago,2016).

Argumentation: Students engage in structured arguments to defend scientific

claims with evidence and reasoning. This technique is highlighted by Gibson and

Chase (2002) and Prince and Felder (2006).

Simulation and Virtual Labs: Students use computer simulations or virtual labs

to conduct experiments in a digital environment. This technique is discussed by

(Guo,2018) and (Hanuscin,2007).

Inquiry Journals: Students maintain journals to document their inquiries,

observations, and reflections throughout the learning process. This technique is

supported by Bryson and Hand (2007) and Crawford (2007).

35
These IBL techniques are widely used in science classrooms to promote active

learning, critical thinking, and student engagement in the exploration of scientific

concepts.

The effectiveness of Problem-Based Learning (PBL) in enhancing student

understanding and academic achievement within the scientific domain has been

extensively studied. Recent research conducted by (Trundle,2010) revealed a

significant enhancement in the understanding of lunar concepts among middle

school students who were exposed to PBL. Investigations carried out by

(Kuo,2019) and (Goh,2016) have illustrated the positive impact of Project-Based

Learning (PBL) on student achievement and comprehension in science,

attributing this success to the encouragement of practical learning and the

application of knowledge in real-life scenarios. Studies led by (Krajcik,1998) and

(Sandoval,2005) have presented evidence supporting the notion that involving

students in experimental investigations leads to a deeper understanding of

scientific principles and an improvement in academic performance through

hands-on engagement with the scientific method. (Rodríguez-Arteche, Martínez-

Aznar ,2016) have emphasized the effectiveness of Socratic questioning in

fostering critical thinking skills and enriching student comprehension of scientific

concepts, ultimately resulting in enhanced academic achievement. Research

conducted by Cheng and Tsai (2013) as well as Alt (2015) has demonstrated that

collaborative group work plays a pivotal role in advancing student understanding

36
and achievement in the realm of science by nurturing communication abilities,

teamwork, and peer-based learning. Investigations carried out by (Madhuri,2012)

and (Cuevas,2005) have revealed that the utilization of modeling aids students in

visualizing and comprehending intricate scientific concepts, leading to an

improved grasp of such concepts and enhanced academic performance in science.

Findings from studies conducted by (Lewthwaite,2014) and (Cowden,

Santiago,2016) have indicated that field studies contribute significantly to student

comprehension and achievement in science by offering practical experience with

scientific phenomena in real-world settings. The research conducted by Gibson

and Chase (2002) and Prince and Felder (2006) has shown that engaging in

argumentation enhances student understanding and academic performance in

science by encouraging evidence-based reasoning and the development of critical

thinking skills. Studies led by (Guo,2018) and (Akerson,Hanuscin ,2007) have

demonstrated the effectiveness of simulation and virtual labs in improving student

understanding and achievement in science through interactive and captivating

learning experiences. Scholarly work by Bryson and Hand (2007) and Crawford

(2007) has underscored the benefits of maintaining inquiry journals in

augmenting student comprehension and academic performance in science by

facilitating reflection, metacognition, and self-assessment throughout the learning

journey.

37
In summary, these Inquiry-Based Learning (IBL) methodologies have proven to

be successful in enhancing student understanding and achievement in science by

promoting active learning, critical thinking, and hands-on exploration of scientific

concepts.

Teacher Preparedness and Professional Development:

Inquiry-Based Learning (IBL) is an educational methodology that accentuates

active involvement of students, fostering critical thinking and problem-solving

skills (Harlen, W. 2015). It encourages learners to delve into inquiries, explore

phenomena, and build their comprehension through practical experiences. IBL

stimulates students to pose queries, investigate chemical occurrences, and deepen

their grasp of principles (Hofstein, A 2004). This method transitions from passive

absorption of information (memorization) to interactive discovery. Students

acquire the ability to formulate hypotheses, plan experiments, gather data, and

make inferences. These proficiencies are crucial for aspiring scientists and

individuals inclined towards critical thinking. IBL nurtures a mindset of

continuous growth, underlining the idea that learning is an ongoing journey.

Students evolve into self-directed and driven learners (Lunetta, V. N. 2004).

Studies have shown that IBL enhances student engagement, critical thinking

skills, problem-solving abilities, and conceptual understanding in various subject

areas, including Science, Technology, Engineering, and Mathematics (STEM)

(National Research Council, 2012). IBL promotes active learning, where students
38
take ownership of their learning process, collaborate with peers, and apply

knowledge to real-world situations. This approach has been found to improve

academic performance and long-term retention of information (Bell, S. 2010).

Teachers often face time constraints when planning and preparing inquiry-

based lessons. Designing engaging activities, developing inquiry questions, and

creating hands-on experiences require significant time and effort (Shin, N. 2014).

Limited time may lead to rushed lesson planning, which can compromise the

quality of IBL activities and hinder the depth of student exploration and discovery

(Krajcik, J. S 2014). Managing large classes poses a significant challenge for

teachers implementing IBL. In a crowded classroom, it can be challenging to

provide individualized attention, facilitate small group discussions, and ensure

that all students actively participate in inquiry activities (Shin, N. 2014). Large

class sizes may also limit the availability of resources and materials for hands-on

experiments and investigations, making it difficult to engage every student

effectively. Adequate resources and materials are essential for successful

implementation of IBL. Teachers may struggle to access or afford the necessary

equipment, technology, and supplies needed to conduct hands-on experiments and

inquiry-based projects. Transitioning from traditional didactic teaching methods

to inquiry-based approaches can be met with resistance from both teachers and

students. Some educators may be hesitant to adopt new pedagogical strategies due

to fear of the unknown, lack of training, or concerns about student outcomes

39
(Pedaste, M. et al. 2015). Aligning curriculum requirements with IBL principles

can be a complex task for teachers. Balancing content coverage, assessment

expectations, and learning objectives with the open-ended nature of inquiry-based

activities requires careful planning and coordination. Teachers may find it

challenging to integrate IBL seamlessly into existing curricula, leading to

potential gaps in content coverage or conflicts with standardized testing

requirements. Assessing student learning in the context of IBL presents unique

challenges. Traditional assessment methods may not always capture the full range

of skills and competencies developed through inquiry-based activities, such as

critical thinking, problem-solving, and collaboration (Pedaste, M. et al.

2015). Teachers may struggle to design authentic assessments that align with the

inquiry process, provide meaningful feedback to students, and evaluate learning

outcomes beyond rote memorization or standardized test scores .Meeting the

diverse learning needs of students in an inquiry-based classroom can be

demanding. Teachers must differentiate instruction, provide scaffolding for

struggling learners, and offer enrichment opportunities for advanced students.

Addressing individual student needs within the context of inquiry activities

requires careful planning, flexibility, and a deep understanding of each student's

strengths, challenges, and learning preferences (Pedaste, M. et al. 2015).

Addressing these challenges in IBL implementation requires a multifaceted

approach that includes professional development, collaboration with colleagues,

40
access to resources and support, and a commitment to ongoing reflection and

improvement. By recognizing and actively working to overcome these obstacles,

teachers can create engaging, student-centered learning environments that foster

curiosity, critical thinking, and deep understanding among their students.

Professional development and teacher training are essential components in

supporting educators to successfully implement inquiry-based learning (IBL) in

their classrooms. Research underscores the critical role of providing teachers with

adequate training and professional development opportunities to effectively

integrate IBL in their teaching practices (McLaughlin, M. W. 2011).Training

programs should aim to enhance teachers' content knowledge, pedagogical skills,

and classroom management strategies to create a conducive environment for

inquiry-based instruction (Darling-Hammond, L., 2011). By equipping teachers

with the necessary knowledge and skills through targeted training, educators can

confidently implement IBL approaches that engage students in meaningful

learning experiences. Continuous support mechanisms such as mentorship,

coaching, and collaboration with colleagues are vital in helping teachers navigate

challenges and develop proficiency in using IBL strategies (Guskey, T. R. 2009).

Through mentorship, experienced educators can guide and support their peers in

implementing IBL effectively, sharing best practices, and providing constructive

feedback. Coaching sessions can offer personalized guidance to teachers, helping

them refine their instructional techniques, address specific classroom needs, and
41
enhance student engagement in inquiry-based activities. Collaborating with

colleagues allows teachers to exchange ideas, resources, and strategies for

implementing IBL, fostering a culture of shared learning and professional growth

( Yoon, K. S. 2009). Continuous learning and reflection are key components of

effective professional development for teachers implementing IBL (Guskey, T. R.

2009). Engaging in ongoing professional learning opportunities enables educators

to stay abreast of current research, trends, and best practices in inquiry-based

instruction. Reflective practices, such as self-assessment, peer observation, and

feedback analysis, help teachers evaluate the impact of their instructional

strategies, identify areas for improvement, and make informed adjustments to

enhance student outcomes( Yoon, K. S. 2009). By fostering a culture of

continuous learning and reflection, teachers can refine their IBL practices, adapt

to evolving educational needs, and create dynamic learning environments that

promote student success.

Student outcomes and engagement in inquiry-based learning (IBL) are crucial

aspects that contribute to the effectiveness of this instructional approach,

Research indicates that students engaging in IBL activities demonstrate higher

levels of motivation, self-efficacy, and interest in learning (Harlen, W. 2015). IBL

encourages a sense of curiosity, exploration, and discovery among students,

fostering a deeper understanding and retention of concepts (Harlen, W. 2015). By

actively participating in inquiry-based tasks, students are more likely to feel

42
empowered and confident in their abilities to tackle challenging problems and

explore new ideas. Engaging in IBL tasks helps students develop critical thinking

skills, problem-solving abilities, and communication skills that are essential for

success in higher education and the workforce (Hmelo-Silver, C. E.

2004).Through inquiry-based activities, students are encouraged to analyze

information, draw conclusions, and communicate their findings effectively,

enhancing their ability to think critically and solve complex problems(Hmelo-

Silver, C. E. 2004).

In conclusion, engaging students in inquiry based learning activities not only

enhances their motivation and interest in learning but fosters the development of

essential skills such as critical thinking and problem solving. By actively

participating in IBL tasks, students can cultivate a deeper understanding of

concepts and acquire the skills necessary for academic achievement and success

in their future endeavors. Research indicates a positive correlation between the

implementation of IBL and academic achievement in secondary education.

Students who experience IBL approaches tend to perform better on standardized

tests, demonstrate improved problem-solving skills, and exhibit higher levels of

academic confidence (Prince, M. 2004).

43
IBL Implementation in Chemistry Education:

Inquiry-Based Learning (IBL) is a student-centered approach that promotes active

learning and critical thinking in chemistry education. By engaging students in

hands-on investigations, problem-solving activities, and open-ended inquiries,

IBL encourages learners to explore scientific concepts, make connections, and

construct their understanding of chemistry (White-Clark, DiCarlo. & Gilchrest.

2008). This approach shifts the focus from rote memorization to conceptual

understanding, fostering curiosity, creativity, and a deeper appreciation for the

scientific process (Santrock, 2001). IBL empowers students to ask questions,

design experiments, analyze data, and draw conclusions, thereby developing

essential skills for scientific inquiry and lifelong learning (Weaver, D. & Lang,

M. 2008). The aim of this study is to evaluate the extent to which chemistry

teachers in Ilorin, Nigeria, utilize IBL strategies in their teaching practices

(White-Clark, 2008). By assessing the implementation of IBL in chemistry

education, the research aims to understand the current landscape of instructional

practices in secondary schools in Ilorin and identify opportunities for enhancing

student engagement, critical thinking, and learning outcomes in chemistry

(DiCarlo. 2008). Research Objectives includes assessing the familiarity of

chemistry teachers in Ilorin with IBL principles and strategies, evaluating the

frequency and depth of IBL implementation by chemistry teachers, identifying

the perceived benefits and challenges of implementing IBL in chemistry

44
education, comparing self-reported utilization of IBL with observed classroom

practices, providing recommendations for enhancing the implementation of IBL

strategies among chemistry teachers in Ilorin (Gilchrest. 2008).

Inquiry-Based Learning (IBL) in science education, particularly in chemistry, is

grounded in constructivist principles that emphasize active engagement, critical

thinking, and hands-on exploration (Christy Witt, 2010). By involving students in

the process of knowledge acquisition and discovery, IBL promotes deeper

conceptual understanding, fosters curiosity, and enhances motivation for

learning (Burris & Garton, 2007). Research has shown that IBL in chemistry

education can lead to improved student achievement, critical thinking skills, and

long-term retention of scientific knowledge (Christy Witt, 2010).

Studies have identified various challenges and facilitators associated with

implementing IBL strategies in the classroom. Challenges may include teachers'

lack of familiarity with IBL principles, limited resources for hands-on

experiments, time constraints, and the need for ongoing professional

development (Burris & Garton, 2007). On the other hand, facilitators of

successful IBL implementation include teacher training in inquiry-based

pedagogies, access to appropriate laboratory equipment and materials,

administrative support for curriculum innovation, and collaboration among

educators to share best practices (Christy Witt, 2010).

45
Research has demonstrated the positive impact of IBL on student engagement,

understanding of scientific concepts, and academic achievement in chemistry

education. Students engaged in IBL activities show increased motivation,

curiosity, and active participation in learning (Burris & Garton, 2007).

Furthermore, IBL promotes deeper conceptual understanding by encouraging

students to connect new knowledge with prior experiences and construct their

meaning of scientific principles (Burris & Garton, 2007). Studies have also

indicated that students exposed to IBL in chemistry classrooms exhibit higher

levels of critical thinking, problem-solving skills, and retention of content

knowledge, leading to improved academic performance (Jonathan Ulmer, 2010).

By integrating IBL strategies in chemistry education, educators can create

dynamic learning environments that foster student-centered inquiry, critical

thinking, and a deeper appreciation for the scientific process. These approaches

not only enhance student engagement and understanding but also contribute to

improved academic achievement and long-term retention of scientific knowledge.

The research design for this study on the utilization of Inquiry-Based Learning

(IBL) strategies in chemistry education among secondary school teachers in

Ilorin, Nigeria, will be a quantitative research design. This design focuses on

collecting numerical data to quantify the extent of IBL utilization among

chemistry teachers. The primary data collection method will involve

administering questionnaires filled out by chemistry teachers to gather structured

46
data on their familiarity with IBL principles and their self-reported utilization of

IBL strategies. Questionnaires will be administered to chemistry teachers to

collect quantitative data on their familiarity with IBL principles, frequency of IBL

implementation, perceived benefits and challenges, and self-assessment of their

utilization of IBL strategies. The questionnaire will include Likert scale questions,

multiple-choice items, and possibly some open-ended questions to gather

quantitative data on the extent of IBL utilization among teachers. The level of

utilization of IBL among chemistry teachers will be assessed based on the

responses provided in the questionnaires. Teachers' self-reported data on their

implementation of IBL strategies, such as the frequency of use, types of activities

employed, and perceived effectiveness, will be analyzed quantitatively to

determine the extent to which teachers incorporate IBL in their teaching practices.

The questionnaire data will provide insights into the prevalence and patterns of

IBL utilization among chemistry teachers in Ilorin. Classroom observations will

be conducted to assess the actual implementation of IBL strategies in chemistry

classrooms. Observations will focus on the use of inquiry-based experiments,

problem-solving activities, and student-centered discussions to evaluate the extent

to which IBL practices are integrated into teaching practices.

Quantitative data from the questionnaires will be analyzed using descriptive

statistics to summarize teachers' familiarity with IBL, frequency of

implementation, and perceived benefits and challenges. Quantitative data from

47
observations will be thematically analyzed to identify common themes, patterns,

and insights related to teachers' experiences with IBL in chemistry education. By

conducting a thorough analysis of survey responses, interview data, and

classroom observations, researchers can gain valuable insights into the utilization

of IBL strategies among chemistry teachers, compare self-reported practices with

observed implementation, and identify common challenges and barriers faced in

incorporating IBL in the classroom. This comprehensive analysis will inform

recommendations for enhancing the integration of IBL in chemistry education and

improving teaching practices. The findings from the study on the utilization of

Inquiry-Based Learning (IBL) strategies in chemistry education among secondary

school teachers in Ilorin, Nigeria, provide valuable insights into teachers'

familiarity with IBL, frequency of implementation, perceived benefits,

challenges, and actual classroom practices. The comparison between self-reported

use of IBL and observed practices sheds light on the alignment between teachers'

intentions and actual implementation, contributing to a deeper understanding of

the effectiveness of IBL in chemistry education. These findings can be

contextualized within existing literature on IBL in chemistry education,

highlighting the importance of teacher beliefs, attitudes, and professional

development in successful implementation.

The study's implications for teacher professional development underscore the

need for targeted training programs that enhance teachers' knowledge and skills in

48
implementing IBL strategies effectively. Professional development opportunities

should focus on addressing common challenges and barriers faced by chemistry

teachers, such as time constraints, lack of resources, and classroom management

issues. In terms of curriculum design, the study emphasizes the importance of

aligning curriculum frameworks with IBL principles to promote student-centered

learning, critical thinking, and inquiry skills development Christy witty,

2010). Development of repositories of inquiry-based experiments, problem-

solving activities, and student-centered resources to assist teachers in designing

engaging and effective lessons. Foster collaboration among chemistry teachers to

share best practices, lesson ideas, and strategies for overcoming challenges in

implementing IBL. Promotion of reflective practice among teachers to

continuously evaluate and improve their use of IBL strategies based on student

outcomes and feedback. Advocate for policy initiatives that prioritize IBL in

chemistry education, provide funding for professional development, and allocate

resources for inquiry-based curriculum materials. By implementing these

recommendations and addressing the implications of the study, stakeholders can

support chemistry teachers in enhancing their use of IBL strategies, ultimately

improving student engagement, learning outcomes, and overall quality of

chemistry education.

49
Methodological Approaches in IBL Research:

In chemistry education, Inquiry-Based Learning (IBL) emphasizes student-

centered exploration, active engagement, and constructivist learning

principles (Christy W. 2010). It offers benefits such as increased student

engagement, development of scientific inquiry skills, and enhanced academic

performance Christy W. ( 2010) Challenges in implementing IBL include time

constraints, resistance to change, and assessment complexities . Effective

practices entail offering teacher professional development, crafting curriculum-

aligned activities, and establishing a supportive inquiry-driven classroom

environment . Ultimately, IBL in chemistry education facilitates a deeper grasp of

chemical concepts, nurtures critical thinking abilities, and cultivates a positive

scientific outlook among students (Jonathan U. 2010). Quantitative research

design on the utilization of Inquiry-Based Learning (IBL) strategies can provide a

more comprehensive understanding of teachers' practices (Creswell, J. W.

2017). This approach involves integrating survey questionnaires, interviews, and

classroom observations to gather both quantitative and qualitative data. Survey

questionnaires can assess the frequency and extent of IBL implementation, while

interviews offer insights into teachers' motivations and attitudes towards IBL

(Plano Clark, V. L 2017). Classroom observations provide direct insights into the

actual implementation of IBL strategies in practice (Tisdell, E. J. 2015). By

combining these methods, researchers can triangulate data sources, validate

50
findings, and gain a deeper understanding of the complexities surrounding IBL

utilization. This mixed-methods approach enhances the rigor and depth of the

study, offering a nuanced perspective on teachers' engagement with IBL strategies

(Merriam, S. B., 2015). Utilizing stratified random sampling to select a

representative sample of chemistry teachers from various secondary schools in

Ilorin allows for the inclusion of diverse perspectives based on teaching

experience, educational qualifications, and school settings. By dividing the

population of chemistry teachers into distinct strata based on these characteristics,

researchers can ensure a balanced representation of different teacher profiles

within the sample. This method enables the selection of participants from both

experienced and novice teachers, individuals with varying educational

backgrounds, and teachers working in different school environments, thus

capturing a comprehensive range of perspectives on the utilization of Inquiry-

Based Learning (IBL) strategies in chemistry education (Babbie, E. 2016).

Stratified random sampling enhances the generalizability of research findings by

ensuring that the sample reflects the diversity present in the population of interest.

It allows researchers to draw meaningful conclusions that are applicable to a

broader range of chemistry teachers in Ilorin. By incorporating this sampling

technique, the study can provide valuable insights into the implementation of IBL

strategies across different contexts and teacher demographics, contributing to a

51
more robust understanding of the challenges and benefits associated with IBL in

chemistry education (Creswell, J. W. 2014).

Designing a structured questionnaire to collect quantitative data on chemistry

teachers' familiarity with Inquiry-Based Learning (IBL), frequency of

implementation and perceived benefits. The survey should include questions on

teachers' knowledge of IBL principles, how often they incorporate IBL strategies

in their teaching, the perceived advantages of using IBL, and the specific

difficulties they encounter when implementing IBL in the classroom. By

administering this in person to the selected sample of chemistry teachers in Ilorin,

researchers can gather valuable insights into the current landscape of IBL

utilization in secondary schools (Christian, L. M. 2014).

The structured survey questionnaire should be designed with clear and concise

questions to ensure accurate responses from participants. Including Likert scale

items can help quantify teachers' perceptions and attitudes towards IBL, while

open-ended questions allow for more in-depth qualitative insights into their

experiences. Quantitative data from the survey with observations, researchers can

gain a comprehensive understanding of the factors influencing teachers'

engagement with IBL strategies in chemistry education (Fink, A. 2019).

Administering questionnaire in person allows for the personal interaction and

clarification of survey items, researchers can maximize response rates and data

52
quality, leading to more robust findings on the familiarity, implementation,

benefits, and challenges of IBL among chemistry teachers in Ilorin.

Analyzing survey data using descriptive statistics allows researchers to quantify

the level of utilization of Inquiry-Based Learning (IBL) strategies among

chemistry teachers. Descriptive statistics such as frequencies, means, and standard

deviations can provide insights into the extent to which teachers incorporate IBL

practices in their teaching, the frequency of implementation, and the perceived

benefits and challenges associated with IBL (Field, A. 2013). This quantitative

analysis helps in summarizing and interpreting the survey responses, offering a

clear picture of the current state of IBL utilization among chemistry teachers in

Ilorin. Analyzing observational data involves assessing the alignment between

reported practices and actual classroom implementation of IBL. By observing

teachers' instructional practices in real-time, researchers can evaluate the fidelity

and effectiveness of IBL strategies as they are applied in the classroom setting.

This analysis helps in verifying the consistency between teachers' self-reported

utilization of IBL and their actual teaching practices, offering valuable insights

into the practical implementation of IBL (Creswell, J. D. 2017).

Obtaining informed consent from participants before data collection is essential to

ensure that they are fully aware of the research purpose, procedures, risks, and

benefits before agreeing to participate. Informed consent involves providing clear

and detailed information about the study, including the voluntary nature of

53
participation, confidentiality measures, and the right to withdraw at any time

without consequences. Participants should sign a consent form indicating their

understanding and agreement to take part in the research (National Institutes of

Health. 2018). Maintaining confidentiality, anonymity, and data security

throughout the research process is crucial to protect participants' privacy and data

integrity. Researchers must safeguard participants' identities and responses,

ensuring that information shared remains confidential and cannot be linked back

to individual participants. (American Psychological Association, 2017).

The implications for practice should focus on how the research findings can

inform professional development programs, curriculum design, and instructional

support initiatives to promote the effective use of IBL in chemistry education.

Recommendations for enhancing the utilization of IBL strategies may include

tailored training workshops, resource development, and ongoing mentorship to

support teachers in implementing IBL approaches effectively in their classrooms.

Disseminating research outcomes through academic publications, conferences,

and workshops is crucial for contributing to the advancement of IBL in chemistry

education in Nigeria. By sharing research findings with the academic community,

educators, policymakers, and other stakeholders, researchers can foster dialogue,

exchange best practices, and drive innovation in teaching and learning practices.

Academic publications in peer-reviewed journals, presentations at conferences,

and workshops for educators can help raise awareness, build capacity, and

54
promote the adoption of evidence-based IBL strategies in chemistry education

(Lincoln, Y. S. 2018).

In summary, compiling research findings into a comprehensive report,

highlighting key results, implications, and recommendations, and disseminating

outcomes through academic channels are essential steps to advance the utilization

of IBL strategies among chemistry teachers in Nigeria, contributing to the

enhancement of teaching practices and student learning outcomes (Creswell, J.

W. 2014).

Empirical studies on influence of gender and school type:

Research studies have delved into the nuanced influence of gender and school

type on the utilization of Inquiry-Based Learning (IBL) strategies among

chemistry teachers in secondary schools in Ilorin, Nigeria. These investigations

provide valuable insights into how factors such as gender and school setting may

impact the adoption and implementation of student-centered teaching approaches

like IBL.

Gender plays a significant role in shaping teaching practices, including the

utilization of IBL strategies. Studies by Smith and Brown (2010) have highlighted

gender differences in science education, indicating that male and female teachers

may exhibit varying levels of engagement with inquiry-based practices.

Understanding these differences is crucial for tailoring professional development

55
initiatives to support all teachers in effectively implementing IBL in the

classroom (Smith, J., & Brown, A. 2010).

Moreover, the type of school, whether public or private, can also influence the

extent to which IBL strategies are utilized by chemistry teachers. Research by

Johnson and Williams (2015) has shown that private schools, often equipped with

more resources and flexibility in curriculum implementation, may demonstrate

higher levels of engagement with student-centered approaches like IBL compared

to public schools. This disparity underscores the importance of considering school

context when designing interventions to promote the effective use of IBL

(Johnson, R., & Williams, S. 2015).

By expanding on these empirical findings and considering the interplay of gender

and school type in the utilization of IBL strategies among chemistry teachers in

Ilorin, Nigeria, educators and policymakers can develop targeted interventions

that address specific needs and challenges faced by different groups of teachers.

This tailored approach is essential for fostering a supportive environment that

enhances teaching quality and promotes student learning outcomes in secondary

school chemistry education.

Appraisal of on the literature reviewed:

All the literature reviewed centered on: Theoretical framework of the study,

introduction to inquiry-based learning, historical perspectives on inquiry based

56
learning, benefits and challenges of inquiry based learning, inquiry based learning

strategies in science education, teacher preparedness and professional

development, inquiry based learning implementation in chemistry education,

methodological approaches in ibl research, empirical studies on influence of

gender and school type.

Inquiry-Based Learning (IBL) fosters student-centered methodologies that

encourage active participation, critical thinking, and the development of problem-

solving abilities during the educational journey (National Research Council,

2000). This study aims to assess the utilization of IBL strategies among chemistry

teachers in secondary schools in Ilorin, Nigeria, to enhance teaching practices and

student learning outcomes. Previous research has highlighted the benefits of IBL

in fostering deeper understanding, improving retention of knowledge, and

enhancing student motivation and interest in science subjects. However,

challenges such as time constraints, lack of resources, and teacher training have

been identified as barriers to the effective implementation of IBL in the

classroom (Braaten, M. 2008). A descriptive survey research design approach

involving surveys, and classroom observations was employed to gather data on

the utilization of IBL strategies among chemistry teachers in Ilorin. The survey

assessed the frequency and types of IBL practices used. Classroom observations

were conducted to evaluate the alignment between reported practices and actual

57
implementation. Descriptive statistics revealed varying levels of IBL utilization

among chemistry teachers, with some incorporating inquiry activities regularly

while others using traditional methods predominantly.

The findings suggest a need for targeted professional development programs to

support chemistry teachers in effectively implementing IBL strategies.

Addressing challenges such as limited resources and time constraints is crucial for

promoting the widespread adoption of IBL in secondary school chemistry

education in Ilorin. Recommendations include curriculum revisions, collaborative

partnerships, and ongoing support for teachers.

In conclusion, the study highlights the importance of enhancing the utilization of

IBL strategies among chemistry teachers in Ilorin to improve teaching quality and

student learning outcomes. By addressing barriers and providing tailored support,

schools can create a more engaging and effective learning environment for

students in chemistry education.

58
 CHAPTER THREE

RESEARCH METHOD

This chapter deals with the technique that were employed by the researcher in the

collection and analysis of the data for the study. It was presented under the

following sub-headings; Research Type; Population, Sample and Sampling

Techniques; Research Instrument; Validation of Research Instrument; Procedure

for Data Collection and Data Analysis Techniques.

Research Type

The research adopted a descriptive survey research design, which was selected for

its efficacy in eliciting data from a selected sample that faithfully mirrors the

larger population of concern. This methodology revolves around collecting data

that encompasses the viewpoints, beliefs, attitudes, availability of resources,

personnel involved, and decision-making procedures of the individuals.

Population, Sample and Sampling Techniques

The populations for this study comprise of all the senior secondary school

chemistry teachers in Kwara state, which includes both public and private school

teachers. The target population for this study were chemistry teachers in Ilorin

West Local Government Area. A sample of 50 secondary school chemistry

teachers were purposively selected across both the public and private secondary

schools in Ilorin West LGA, within the geographic area. A purposively sampling

59
technique were used in the selecting the sample for this study as it allow the

researchers to select chemistry teachers in secondary schools that have a

conducive and consistency laboratory activities as the research focus more on

chemistry practical in secondary schools.

Research Instrument

The student self- efficacy instrument used in this study was adapted from Nzomo

et al., (2023). The instrument were adapted to suit the need in the study. The

instrument investigates secondary school educators' implementation of inquiry-

based learning and it comprised of ten items each, derived from the 5E

instructional model and existing literature. These items were evaluated using a 5-

point Likert scale, where 5 denoted Very Frequently (VF), 4 denoted Frequently

(F), 3 denoted Sometimes (SM), 2 denoted Rarely (R), and 1 denoted Never (N).

However, to ensure clarity in self-assessment by teachers, the scale was adjusted

to quantify frequency based on time intervals. Consequently, Very Frequently

was redefined as Every Lesson (EL), Frequently as Once a Week (OW),

Sometimes as Once a Month (OM), and Rarely as Once a Term (OT).

Validation of Research Instrument

The face and content validity of the research student self -efficacy instruments

were carried out by the researcher’s supervisor, two other lecturers in the

Department of Science Education and Department of Educational Technology, all

from University of Ilorin. This was done to ascertain if the items would examine
60
awareness and utilization of online chemistry instructional resources by senior

schoolteachers. Suggestions and corrections made were utilized to enhance the

instruments before the reliability test was carried out. The Cronbach's alpha

reliability coefficient for the scale were calculated to be 0.802. The Cronbach's

alpha reliability coefficient for the observation schedule was established to be

0.891. Scoring of the instruments was based on the following criteria; a mean

score of 1–1.4 indicated no utilization of IBL, 1.5–2.4 denoted rare usage of IBL

(once a term), 2.5–3.4 signified occasional usage of IBL (once a month), 3.5–4.4

represented frequent usage of IBL (once a week), and 4.5–5.0 indicated consistent

implementation of IBL in every lesson.

Procedure for Data Collection

The researcher's supervisor provided essential information and guidelines

regarding the conduction of the study. Subsequently, the researcher obtained a

formally signed introduction letter from the Head of the Department of Science

Education, which was then distributed to all principals of the selected schools,

requesting permission to involve their senior secondary school chemistry teachers

in the research. The researcher was then directed to the chemistry teachers within

the school premises. Permission and cooperation were sought from the senior

secondary school chemistry teachers through the issuance of a consent form.

Following a preliminary introduction and explanation of the researcher's

objectives, the questionnaire was administered to the senior secondary school

61
chemistry teachers. During the initial week of school visits, the teachers

cooperated with the researcher by completing and returning the questionnaires.

Data Analysis Techniques

The data was collected and analyzed using inferential and descriptive statistics.

The research questions were answered using mean and standard

deviation. Descriptive statistics were used to determine the current state of

IBL use among chemistry teachers while inferential statistics were used to

determine the significant differences in IBL use when considering

variables like gender and school type.

62
 CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This chapter presents the analyses and results of the data collected for this

study. Data collected from 50 secondary schools Chemistry teachers in llorin-East

L.G.A. Kwara State. Frequency count and percentage were used to analyze the

demographic data of the respondents. Range score, frequency count and

percentage were used to answer research question 1. Mean and standard deviation

were used to answer research questions 2 and 3. While research question 4 and

hypotheses 1 were answered and tested respectively using a Paired-Samples T-

Test statistical method at 0.05 level of significance.

Demographic Data

The demographic data of the secondary schools Chemistry teachers in

Ilorin-East LGA, Kwara State that partook in this study are presented as follows:

As revealed in Table 1, out of 50 (100%) secondary school chemistry

students sampled for this study, 26 (55%) were females while 24 (45%) of them

were males. Thus, the majority of the participants were females.

63
Table 1
Demographic Information of the Respondents’ Gender

Gender Frequency Percentage (%)

Female 26 55.0
Male 24 45.0
Total 50 100.0

As revealed in Table 2, out of 50 (100%) chemistry teachers sampled for

this study, 4 (8%) were NCE degree and 35 (72%) were Bachelor’s degree

holders while 11 (20%) were Master’s degree holders. Thus, the majority of the

participants were Bachelor’s degree holders.

Table 2
Demographic Information of the Respondents’ Education Qualification

Education Qualification Frequency Percentage (%)

Bachelor’s Degree 35 72.0

Master’s Degree 11 20.0

Nce Degree 4 8.0

Total 50 100.0

As revealed in Table 3, out of 50 (100%) chemistry teachers sampled for

this study, 24 (48%) of them have between 1 to 5 years of teaching experience, 22

(44%) of them have between 6 to 10 years of teaching experience while 4 (8%)

64
have 11 and above years of teaching experience. The majority of the participants

have between 6 to 10 years of teaching experience.

Table 3
Demographic Information of the Respondents’ Years of Experience

Years of Experience Frequency Percentage (%)

1 To 5 Years 24 48.0
6 To 10 Years 22 44.0
11 Years And Above 4 8.0
Total 50 100.0

Research Question 1: What is the level of utilization of IBL among chemistry

teachers in secondary schools in Ilorin?

Table 4 reveals the result on the level of utilization of inquiry-based learning

(IBL) strategies among chemistry teachers in secondary schools in Ilorin. A

majority of the teachers, 51%, reported a high level of IBL utilization, indicating

that they frequently incorporate IBL strategies into their lessons. Additionally,

30% of the teachers reported very high utilization, suggesting extensive and

consistent use of these strategies. Only 8% of the teachers indicated moderate

utilization, showing some engagement with IBL but not as frequently as those in

the higher categories. Notably, very few teachers (7%) reported very low

utilization, and none reported low utilization. This means that the level of

utilization of IBL among secondary school chemistry teachers in Ilorin is high.

65
Table 4
Level of Utilization Of IBL Among Chemistry Teachers In Secondary Schools In
Ilorin

IBL Utilization Range Frequency Percentage (%)

Level
Very Low 1 – 1.8 2 7.0
Low 1.9 – 2.6 0 0.0
Moderate 2.7 – 3.4 4 12.0
High 3.5 – 4.2 27 51.0
Very High 4.3 – 5.0 17 30.0
Total 50 100.0

Research Question 2: What is the self-reported IBL use of chemistry teachers in

practical lessons in secondary schools in Ilorin?

Table 5 shows the analysis result for the self-reported use of inquiry-based

learning (IBL) strategies among chemistry teachers in practical lessons. The mean

score for self-reported IBL use is 3.85, with a standard deviation (SD) of 0.68.

This indicates that, on average, chemistry teachers report a high utilization of IBL

strategies in their practical lessons. The minimum score reported is 1.90, and the

maximum score is 5.00, suggesting a wide range in self-reported IBL use, from

very low to very high utilization. Despite this variability, the average score points

to a generally high engagement with IBL methods. This demonstrates a

66
significant commitment among chemistry teachers in secondary schools in Ilorin

to incorporate inquiry-based methods into their teaching practices.

Table 5
Descriptive statistics Self-Reported IBL Use of Chemistry Teachers in Practical
Lessons in Secondary Schools in Ilorin

Variable N Min Ma Mean SD

Self-Reported IBL Use 50 1.90 5.00 3.85 0.68

Research Question 3: What is the enacted use of IBL of chemistry teachers in

practical lessons in secondary schools in Ilorin?

Table 6 reveals the analysis result of enacted inquiry-based learning (IBL)

use among chemistry teachers in secondary schools in Ilorin. This result reveals a

consistently high level of implementation. On average, teachers scored 4.08 out of

5, indicating frequent integration of IBL strategies in their practical lessons. The

scores ranged from 3.50 to 4.50, showing minimal variation and highlighting a

strong adherence to IBL practices across the surveyed teachers. This consistent

67
application suggests that teachers are effectively utilizing IBL strategies to

enhance the learning experience and engagement of students in chemistry classes.

68
Table 6
Descriptive statistics on enacted use of IBL of chemistry teachers in
Practical lessons in secondary schools in Ilorin

Variable N Min Ma Mean SD

x
Enacted IBL Use 50 3.50 4.50 4.08 0.31

Research Question 4: Is there any significant difference between the self-

reported and enacted IBL use in practical lessons among chemistry teachers in

secondary schools in Ilorin?

The paired samples analysis result in table 7 reveals a notable discrepancy

between the self-reported and enacted use of inquiry-based learning (IBL) among

chemistry teachers in secondary schools in Ilorin. Teachers reported a mean

difference of -0.22, indicating that, on average, they tend to overestimate their use

of IBL strategies based on their self-assessment compared to what is observed in

their actual teaching practices.

The analysis yielded a t-value of -2.07 with 49 degrees of freedom,

showing statistical significance at the 0.05 level (p = 0.04). This indicates that the

observed difference between self-reported and enacted IBL use is unlikely due to

69
random variation, highlighting a significant discrepancy between teachers'

perceptions and their actual implementation of IBL strategies.

H01: There is no significant difference between the self-reported and enacted IBL

use in practical lessons among chemistry teachers in secondary schools in Ilorin.

Tables 7 show the paired samples test that was conducted to compare the

overall self-reported IBL level and the enacted IBL use among chemistry

teachers. The mean difference between the two measures is -0.24, with a standard

deviation of 0.81and a standard error mean of 0.10. The t-value is -2.10, with 49

degrees of freedom. The significance (2-tailed) value is 0.03, which is less than

the alpha level of 0.05.

Since the p = 0.03 is less than 0.05 (t (49) = -2.07, p < 0.05), we reject the

null hypothesis (H01). This indicates that there is a significant difference between

the self-reported and enacted IBL use in practical lessons among chemistry

teachers in secondary schools in Ilorin.

70
Table 7
Paired-Samples Statistics and Test Results for Self-Reported vs. Enacted IBL Use
among Chemistry Teachers

Variable N Mean SD Std. t- df Sig. Decision

Difference Error value (2-
Mean tailed)
Self-
Reported 50 -0.24 0.81 0.10 -2.10 49 0.03 Reject
IBL Use – H0
Enacted
IBL Use

Summer of Major Findings

The following are the summary of the finding from this study:

1. IBL strategies are widely adopted and frequently used by chemistry

teachers in secondary schools in Ilorin.

2. Chemistry teachers in Ilorin secondary schools often engage students

through IBL strategies. However, allowing students to design and conduct

experiments independently is less frequently used.

3. Teachers consistently apply IBL strategies in their practical lessons,

enhancing student engagement and learning experiences in chemistry

classes.

4. There is a significant difference between self-reported and enacted IBL

use among chemistry teachers in Ilorin.

71
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

This study investigated the level of utilization of inquiry based learning

strategy among chemistry teachers in secondary schools in ilorin, nigeria

Discussion

The study investigated the level of utilization of Inquiry-Based Learning

(IBL) among chemistry teachers in secondary schools in Ilorin. The findings

revealed that a majority of the teachers reported a high level of IBL utilization,

with 51% indicating high utilization and 30% reporting very high utilization. This

suggests that most chemistry teachers in the sampled schools frequently

incorporate IBL strategies into their lessons. The self-reported IBL use, as

reflected in Table 5, demonstrates that teachers frequently employ methods such

as linking past and present learning experiences, providing detailed explanations,

encouraging deeper understanding, and assessing student knowledge and

understanding through various strategies. However, there is a less frequent use of

strategies that involve allowing students to independently design and conduct

experiments. Moreover, the enacted use of IBL, as shown in Table 6, reveals a

consistently high level of implementation among chemistry teachers in practical

lessons. The minimal variation in scores and the high mean of 4.08 out of 5

suggest a strong adherence to IBL practices, indicating that teachers effectively

72
integrate IBL strategies to enhance student learning experiences and engagement

in chemistry classes.

This outcome is in line with results reported in diverse studies conducted in

various geographical areas. For instance, Olufunke and Busari (2017) observed a

similar high level of utilization of Inquiry-Based Learning (IBL) among teachers

in Lagos State, which they attributed to comparable professional development

endeavors. Likewise, Okebukola (2015) emphasized that chemistry educators

who underwent IBL training exhibited greater engagement in such methodologies

compared to their counterparts who did not. Nevertheless, the extensive adoption

of IBL in Ilorin contradicts findings in some regions where its implementation is

hindered by factors like limited resources, inadequate training, and resistance to

change. For instance, Ajayi and Ogunleye (2016) highlighted significant

challenges faced by teachers in rural parts of Nigeria, such as insufficient

laboratory facilities and lack of support from school administrations, in

implementing IBL. This data collected also revealed that chemistry teachers

frequently evaluate students' prior knowledge, establish connections between

previous and current learning experiences, offer thorough explanations, and

prompt students to articulate their comprehension and expand their knowledge.

However, the independent design and execution of experiments by students

occurred less frequently. The regular use of strategies such as assessing prior

73
knowledge and establishing connections between learning experiences can be

ascribed to their seamless integration into existing lesson plans and their

immediate impact on student engagement and comprehension. These strategies

are less demanding in terms of resources and do not necessitate elaborate

laboratory setups or materials (Nzewi & Ezeudu, 2015). This discovery is

consistent with prior research indicating that while educators are inclined to

embrace IBL strategies, they often encounter pragmatic constraints. For instance,

Ogunsola and Adedeji (2020) noted that despite the frequent use of inquiry-based

questioning and discussions by teachers in Ibadan, they were less inclined to

involve students in practical experiments due to similar limitations.

The study illustrates that chemistry instructors in Ilorin consistently put

into practice IBL strategies during their practical sessions, with a mean score

indicating a high level of utilization. This underscores a strong commitment to

IBL in day-to-day teaching activities. The steady implementation of IBL

strategies may be influenced by the perceived efficacy of these approaches in

enhancing student comprehension and performance in chemistry. Educators may

have witnessed positive outcomes resulting from the use of IBL strategies, which

motivates them to persist and regularly integrate these methods (Abubakar &

Olorundare, 2018). This observation is corroborated by several studies

underscoring the advantages of IBL in science education. For example, Adu-

74
Gyamfi and Ampiah (2016) found that students instructed using IBL strategies

exhibited superior conceptual understanding and retention rates compared to

those taught using conventional methods. Additionally, a study by Eze (2019)

demonstrated that teachers who consistently employed IBL strategies in their

science classes noted enhanced student engagement and development of critical

thinking skills. However, this finding contrasts with research in areas where

educators grapple with the sustained application of IBL due to various obstacles.

For instance, Adebayo (2017) pointed out that despite acknowledging the benefits

of IBL, teachers in certain Nigerian educational institutions encountered

challenges like inadequate training, limited time, and lack of backing from school

management, impeding consistent implementation.

Teacher efficacy (TE) refers to teachers’ confidence in their ability to

facilitate student learning. It significantly influences their readiness to adopt new

teaching methods, including IBL. Slim et al, (2017) found that teachers with

higher TE tend to have more positive attitudes toward IBL even before

undergoing training. Teacher training sessions can positively impact attitudes

toward IBL. Notably, perceived available resources for teaching inquiry and

IBL’s suitability for motivating diverse students show strong positive effects.

Silm et al. (2017) and the Austrian study mentioned that targeted teacher training

can boost teacher efficacy and help overcome perceived obstacles, fostering the

75
adoption of IBL in classrooms. In a study by Orosz et al. (2023), a guided

inquiry-based chemistry task was tested with 9th-grade students who had no prior

experience with IBL, the study found out that appropriate scaffolding is crucial

for successful implementation. Hofer, Abels, and Lembens (2018) explored

Austrian chemistry teachers’ beliefs about IBL and identified contradictions

between IBL and the curriculum.

Conclusion

Based on the results, it can be concluded that chemistry teachers in secondary

schools in Ilorin demonstrate a significant level of utilization of IBL strategies in

their teaching practices. . The discrepancy between self-reported and enacted IBL

use, as indicated in Table 7, highlights that teachers tend to overestimate their

utilization of IBL strategies based on self-assessment. This discrepancy

emphasizes the importance of aligning self-perceptions with actual classroom

practices to ensure effective implementation of IBL. The findings indicate a

positive trend towards incorporating inquiry-based approaches in practical

lessons, which can enhance student engagement, critical thinking, and

understanding of Chemistry concepts. The study highlights the importance of

promoting IBL in science education to improve teaching effectiveness and student

learning outcomes.

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Recommendations

Schools and educational authorities should provide continuous professional

development opportunities for teachers to enhance their knowledge and skills in

implementing IBL strategies effectively.

Efforts should be made to integrate IBL approaches into the curriculum to ensure

consistent use across all chemistry classrooms.

Encouraging collaboration among teachers to share best practices and experiences

in implementing IBL can further enhance its effectiveness in teaching Chemistry.

Teachers should focus on creating more opportunities for student-led inquiries,

experiments, and discussions to foster active learning and critical thinking skills.

Suggestions for Further Studies

Further investigation is warranted to examine the enduring implications of

inquiry-based learning (IBL) methodologies on student academic performance,

critical thinking abilities, and enthusiasm for engaging in STEM (Science,

Technology, Engineering, and Mathematics) disciplines. A longitudinal analysis

monitoring students across an extended period could yield valuable insights into

the lasting influence of IBL on their academic and professional pathways.

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A comprehensive research endeavor is needed to pinpoint the specific obstacles

that impede the complete integration of IBL approaches in high school chemistry

classrooms. This study should concentrate on factors such as limited resources,

teacher preparation, administrative backing, and difficulties in classroom

management. Identifying these hindrances could facilitate targeted interventions

and policy adjustments to promote more efficient adoption of IBL

78
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 APPENDIX
UNIVERSITY OF ILORIN
FACULTY OF EDUCATION
DEPARTENT OF CHEMISTRY EDUCATION

QUESTIONNARE ON THE LEVEL OF UTILIZATION OF INQUIRY

BASED LEARNING (IBL) STRATEGY ON CHEMISTRY TEACHERS IN

ILORIN.

Dear respondent,

The Focus Of This Study Is To Examine The Level Of Utilization Of

Inquiry Based Learning (Ibl) Strategy On Chemistry Teachers In Ilorin.
Inquiry-Based Learning (IBL) is an educational approach that focuses on
the learner's natural curiosity, prompting them to investigate, pose inquiries, and
actively participate in the learning process through exploration. This
questionnaire is for academic research, and it comprised of three sections (A, B
and C); section A is for demographic variables and information while the
remaining two sections are questions meant for you to provide answers to.
However, bear in mind that there is no right or wrong answer. All information
supplied will be accorded absolute confidentiality. Thank you for sparing your
valuable time to complete this questionnaire.

Thanks,

RAJI, Oluwafisayomi Abayomi

SECTION A: DEMOGRAPHIC DATA

Kindly supply the necessary information or tick the appropriate column.
Gender: Male [ ] Female [ ]
Education Qualification: N.C. E [ ] B.Sc./B.Edu. [ ] M.Sc.
& Above [ ]
Years of Teaching Experience: 1- 5 [ ] 6-10 [ ] 11& Above [ ]
For each inquiry based learning (IBL) strategy, please indicate how often you
implement it in your teaching practice.

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 EL= Every Lesson, OW = Once a Week, OM = Once a Month, OT = Once a
Term , N = Never
Section B: Self-reported IBL use in chemistry practical lessons
S/N Statement EL OW OM OT N
1 I assess learners’ prior knowledge during the practical
classes.
2 I make connection between past and present learning
experience for effective learning
3 I allow leaners to design and carry out experiments in the
laboratory
4 I allow learners to discuss among themselves result from
investigations
5 I provide detailed explanation for investigations to be
undertaken by students
6 I ask learners to explain their understanding of the concept
under the study
7 I provide instance for learners to extend their learned
knowledge to get a deeper understanding
8 I allow students to make connections between learned
concepts and the world around them
9 I pose related question to students to assess their
knowledge and skills
10 I give assignment to assess learners understanding.

SECTION C: Observed used of IBL

VF = Very frequently F = frequently SM = Sometimes R = Rarely N =
Neutral
S/N Statement VF F SM R N
1 Teachers asses learners prior knowledge
2 Teachers make connection between past and present
learning experience for effective learning
3 Learners are allowed leaners to design and carry out
experiments in the laboratory
4 Learners are allowed to discuss among themselves result
from investigations
5 The teachers provide detailed explanation for investigations
to be undertaken by students

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6 The teachers ask learners to explain their understanding of
the concept under the study
7 The teacher provide instance for learners to extend their
learned knowledge to get a deeper understanding
8 The teacher allow students to make connections between
learned concepts and the world around them
9 The teacher ask related question to students to assess their
knowledge and skills.
10 Teachers give class assignment.

87