Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda

Abstract

This study aimed to assess the impact of Inquiry-Based Learning using the 5E model on teacher’s practices and students’ achievement in Force and Motion in Secondary Schools in Jinja District. The study employed a quantitative research method and a pretest-posttest non-equivalent quasi-experimental research design. The study sample was one hundred forty-one students and teachers who were sampled through simple random sampling procedures. Four teachers were trained in implementing the IBL in the classroom and they taught the experimental classes while two teachers were not trained and they taught the control classes with the traditional teaching method. Reformed Teaching Observation Protocol (RTOP) was used to collect observation data while Force and Motion Conceptual Evaluation was used to test students' performance and conceptual understanding of mechanics-related topics. Data from student achievement tests were analysed under SPSS using the independent samples t-test while data from classroom observation was analysed by the MS Excel 2016. The study concludes that IBL has the potential to improve teachers’ classroom practices as well as students’ achievement in physics, especially if the teachers are given training on IBL. The study recommends that additional support in form of training be given to teachers to help them adapt to IBL. Also, teacher education programs ought to provide IBL instruction and training to educators.