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

ABSTRACT: Inquiry-Based Learning (IBL) influences educational outcomes such as test scores, students' attitudes, and self-efficacy. Self-efficacy is a significant predictor of the academic performance of students and therefore it is an important construct for measuring attainment of learning objectives. This paper discusses how inquiry-based learning in Chemistry practical lessons enhances students' self-efficacy in Chemistry. A total of 21 Chemistry teachers and 357 Form three Chemistry students were randomly selected from the 21 classrooms that these teachers taught. A concurrent triangulation mixed-methods research design was employed. Data was gathered using an adapted teachers' self-reported IBL instrument and a lesson observation schedule was used to rate the teachers' IBL use in Chemistry pra

SUBMITTER: Nzomo C 

PROVIDER: S-EPMC9849974 | biostudies-literature | 2023 Jan

REPOSITORIES: biostudies-literature