Investigating Secondary School Physics Teacher’s Competency in Using Inquiry-based Learning in Kebbi State, Nigeria

Aliyu Bako and Fatin Aliah Phang

Myriad challenges and opportunities facing 21st-century students require competent teachers who can polish the talent of the students using student-centred learning methods like inquiry-based learning (IBL) in their classroom instruction, especially in teaching science. The purpose of this descriptive study is to determine the teachers’ competency in using IBL to teach physics in Kebbi state’s secondary schools. 30 physics teachers were randomly selected from 36 physics teachers’ of Argungu zone secondary schools in Kebbi state to participate in this study. They were given a set of questionnaires to assess their competency in teaching Physics using IBL. The areas assessed include knowledge of the subject matter, teachers’ questioning technique, and attitude to practical skills. The result indicated that all three competencies have a mean score of lower than 3.5 out of 5. This shows that Kebbi state Physics teachers’ have low competence in implementing IBL. The paper recommended among others for Kebbi state physics teachers to be trained in questioning technique through professional development programs.

Volume 12 | Issue 3

Pages: 435-440

DOI: 10.5373/JARDCS/V12I3/20201211