Effect of Inquiry-based Learning on Mathematics Learning Achievement in Stem-integrated Secondary Schools in Kenya

Abstract

Learning approaches contribute to improved learning achievement and ability to solve real life problems. Transformative learning practices such as Inquiry-Based Learning (IBL) capitalizes on learner’s prior-knowledge to enhance learning achievement in school subjects such as mathematics. Despite its foundational importance, performance in secondary school mathematics, particularly in solving real life problems remains below expectation. The study examines effect of inquiry based learning approach on achievement in mathematics in STEM integrated secondary schools in Kenya. The research informs policy, classroom practices, teacher training and further research. IBL was measured using five indicators; Prior Knowledge (PK), Actual Inquiry (AI), Explanation (EXP), Application (APP) and Assessment (ASS). The dependent variable, mathematics achievement was assessed using test scores. A quasi experimental design was employed, specifically the Solomon Four Non-Equivalent Control Group (SFNECG). Quantitative and qualitative techniques were employed in analyzing data using the Statistical Package for Social Sciences (SPSS) version 24. Descriptive statistical analysis identified overall trends in learner’s participation score in IBL and Regular Learning (RL) lessons and effect on achievement in mathematics. Inferential statistics namely; independent samples t-test, one-way ANOVA, post hoc multiple comparison test using Sidak test and regression analysis tested the hypotheses. Regression analysis findings revealed that learner participation in prior knowledge, actual inquiry, explanations, application and assessments activities significantly predicted learning achievement in mathematics test scores in favor of IBL (p<.05) compared to RL (p>.05) approach. This resulted in rejection of the five null hypotheses. Increased learner’s lesson participation arising from application of IBL indicators resulted in improved learning achievement in mathematics. The regression analysis generated two models; the IBL and RL on relative importance of the independent variable on the magnitude of change in learning achievement in mathematics. Results revealed the coefficient of determination at (R2) = 0.959 indicating that IBL indicators in the model predicted 95.9% of learning achievement in mathematics. The finding is expected to increase IBL practice awareness in instructional methods in mathematics by approximately 96%. The appropriateness of IBL indicators in the model on enhancing learning achievement in mathematics in STEM-integrated secondary schools revealed the contribution of each constant. In conclusion, prior knowledge, actual inquiry and assessment indicators of IBL were significant predictors of learning achievement in mathematics post-test scores, while explanation and application were insignificant predictors. The study recommends the need for policy guidelines to support, institutionalize and regularize practice, and further research in mathematics inquiry especially scaling up assessment of learner’s prior knowledge, use of assessment designs, and effective learner involvement in actual inquiry activities in mathematics lessons in STEM-integrated secondary schools in Kenya.