Re-defined Learner’s Role in Inquiry-Based Learning and Achievement in Mathematics in STEM-Integrated Secondary Schools in Kenya.

Abstract

One approach recommended to boost mathematics learning outcomes in Kenya secondary school mathematics is Inquiry Based learning (IBL) towards Competence-Based-Education (CBE).. Learner’s participation in IBL lessons is dependent on defined roles that entail behavioral, attitudinal and cognitive expectations. This study investigated the effect of learner’s actual-inquiry with focus on learner’s roles on achievement in mathematics. It was founded on constructivism and sense-making learning theories to facilitate learner-centered practice and manage dilemmas encountered while implementing re-defined learner’s roles. The study employed Quasi experimental design using Solomon-Four-Non-Equivalent-Control-Group with pretest-posttest, IBL as experiment and Regular Learning (RL) as control. Factor Analysis (FA) and Principal Component Analysis (PCA) examined suitability of tools, Cronbach-alpha 0.858 reliability for learner’s participation tool. Means, composite percentages and regression analysis was used to examine trends and effect of learner’s participation score on academic achievement. Findings revealed that learner’s participation role significantly increased in IBL as compared to  RL lessons characterized by passiveness. As a result, increased learner participation significantly predicted achievement in mathematics in favor of IBL. The study recommends that mathematics educators in STEM-integrated secondary schools need to grow professionally towards effective inquiry-based lessons with re-defined learners’ roles. Moreover, the need for policy and practice to insure re-defined learner’s roles in mathematics inquiry for effective implementation of CBE.