Self-conception of Physics Students in Secondary School of Kitui County, Kenya: An Inquiry-based Science Teaching Approach | Chapter 3 | Progress in Language, Literature and Education Research Vol. 2

 This branch sought to interrogate the effect of Inquiry-Based Learning Teaching Approach on learners' self-idea of secondary school physics students and allure effect in these learners's performance of Physics subject in the KCSE test. The study was conducted in Kitui County, Kenya middle from two points the year 2020-2022. The study was directed by two theories Constructivist and the Self-Determination Hypothesis. Inquiry-Located Science Teaching Approach is a means that combines the interest of students and the controlled method, which embellishes the development of controlled creativity while learning, physics and increases education outcome. The study used Quasi-experimental research at which point the researcher secondhand Solomon's Four, Non-Equivalent Control Group Design. The design identified a comparison group that was as related as possible to the situation group in terms of characteristics.The implement used for this study was a Pupils' questionnaire on self- idea. The students' self- concept, inquiry's reliability was written as 0.776 and was estimated using the Cronbach's cooperative alpha method.The descriptive analysis was by way of frequencies, method, standard deviation and percentages. Inferential study was through Analysis of Difference, Chi-square and the Slightest Significant Difference (Sunshine) technique at a meaning level of coefficient alpha α=0.05. The study establish that pupils taught utilizing IBSTA and those taught using normal methods had considerably different self-concepts. The study erect that only role accomplishment was not statistically significant among the four self-idea measures. As a result, the study finds that IBSTA helps pupils expand a positive self-idea. The findings also revealed that inquiry-located science teaching approach altered the perception and understanding of students towards physics. The approach encompassed forms that were able to use the students which finally lead to bureaucracy enjoying and liking the subject. Physics faculty members who use IBSTA to promote a culture that improves students' engagement, illustration, exploration, interpreting, and evaluation skills concede possibility be rewarded by school administrators. This will advance students' learning effects by fostering artistry, motivation, competence, and the growth of a positive self-idea. The development of a suitable tactics for diploma colleges and academies that highlights the use of IBSTA in the Physics faculty member trainee curriculum, system which controls organization of an environment that is to say supportive of IBSTA adoption and use in the study hall, and the work of KICD to design and implement a program for the inference and mentorship of practicing Physics coaches in order to furnish them with the curious skills that are owned by the implementation of IBSTA.

Author(s) Details:

John Kunga Gathage,
School of Education, Machakos University, Kenya.

Henry Embeywa,
School of Education, Machakos University, Kenya.

Peter Koech,
School of Education, Machakos University, Kenya.

Please see the link here: https://stm.bookpi.org/PLLER-V2/article/view/12655