Inquiry-Based Learning and Mathematics Achievement: Does Learner’s Individual Prior-Knowledge Count?

Abstract

Performance in mathematics as a foundational subject to majority of scientific disciplines continues to remain below expectation especially ability to solve real life problems. This study investigated the effect of learner’s individualized-prior-knowledge in IBL on mathematics achievement. A survey on 106 form three learners was conducted using a lesson observation guide and learner’s participation questionnaire. Review of empirical data assessed effect of prior-knowledge on learning achievement. Engaging learners in IBL and capturing individualized prior-knowledge to design learning experiences enhances mastery of concepts. Study was founded on constructivism and sense-making learning theories to facilitate learner-centered practice and explore IBL to manage dilemmas when individuals encounter gaps between prior-knowledge and proposed change respectively. Factor Analysis (FA) and Principal Component Analysis (PCA) were used to examine suitability of study tools. Means were used to examine IBL practice and Pearson correlation coefficient and regression analysis assessed effect of individualized-prior-knowledge on achievement scores. Findings revealed learner’s individualized-prior knowledge, significantly predicts mathematics mean score, rejecting the null hypothesis. Capturing learner’s individualized prior-knowledge in IBL lessons influences mastery of concepts and mathematics scores. Mathematics educators need to assess individualized-prior-knowledge to design IBL learning experiences that support mastery and achievement. Policy recommendations on mathematics inquiry need to enhance prioritization of resources for training teachers and educators on the role of individualized prior-knowledge as a predictor of mathematics achievement.