Browsing by Author "Biwi, Asha Kassim"

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    The implementation of inquiry- based learning and its contribution to the promotion of effective teaching and learning of ordinary level physics
    (University of Dar es Salaam, 2012) Biwi, Asha Kassim
    The purpose of this study was to evaluate the Implementation of Inquiry- Based Learning (IBL) and its contribution to the promotion of effective teaching and learning of ordinary level physics. The objectives of the study were to investigate how are inquiry based learning implemented in physics classrooms, to find out students’ experiences in physics classrooms through IBL and to find out teachers’ perception on the use of inquiry based learning. The study employed developmental research design through which exemplary material was developed, formatively evaluated and tried out in small scale sample of two secondary schools selected in Urban West Region of Zanzibar. The study used variety of data collection techniques such as classroom observation, students’ questionnaire, test and teachers’ interview. Both qualitative and quantitative data analysis procedure were used in analysing data. The study revealed that IBL materials assisted teachers to execute lessons in physics classes. All teachers managed to implement most of lesson activities in their classroom setting according to advice provided in IBL materials. Nevertheless, the discrepancies observed in areas related to student- teacher interaction, classroom management and time management. The study also revealed that students’ learning experiences with IBL were mostly positive. Most students enjoyed doing lesson activities by themselves. They appreciated positive interaction among themselves and the teacher. Further the study revealed that there was significant positive gain on students’ learning outcomes. This was determined from pre and post tests results where as mean score of post test was slightly higher than the mean score of pre test. However, few students showed insignificant gain which needs further investigation. In addition the study revealed that teachers had positive perceptions about IBL materials. Their opinions indicated that IBL were very helpful in engaging students actively in learning process and stimulating interest in physics lessons. Overall, the study has therefore concluded that IBL material is a good support to promote effective teaching and learning of ordinary level physics. The materials engage students actively in learning process, foster positive classroom interactions and provide more opportunities for developing thinking skills. The study recommended further study in this area but with larger and more representative samples (involving curriculum developers and physics inspectors) that will cover the whole Zanzibar. It also recommended that further research should be done on designing, trying out and evaluating IBL material to clarify the connection between the materials and classroom management in ordinary level physics.