http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
implementation of inquiry-based approach in teaching geography among secondary schools in Tanzania
International Islamic University Malaysia
xiv, 240 leaves : illustrations ; 30 cm.
The use of active approaches of teaching such as Inquiry Based Approach(IBA) are important in developing students’ various capabilities in solving not only academic problems but also life problems. However, before those approaches are emphasized by the ministry of education or the educational policy, first they need to realize teachers’ current conceptions of the approach. This is because training them cannot guarantee that they implement them in classes. This research sought to explore geography teachers’ perceived understanding of Inquiry-Based Approach (IBA) for teaching and learning at the selected Secondary Schools in Morogoro Municipal, Tanzania. The research was informed by constructivism learning theories, Stripling Model of Inquiry, Bloom Taxonomy framework and Bandura theory of cognitive learning. There were four key research questions: (i) How geography teachers conceptualize the meaning of IBA; (ii)How geography teachers apply IBA in teaching; (iii) What is the belief of geography teachers on teaching geography subject and IBA; (iv) What are the challenges for effective implementation of IBA. The research paradigm used was a qualitative, case study design involving eleven geography teachers selected purposefully from five secondary schools. The data collection methods were face-to-face in-depth interviews, classroom observations and lesson plans analysis. Data were analysed thematically. The findings showed that geography teachers hold multiple conceptual meanings of IBA; the majority understood it generally as a questions-driven approach but were unclear of the role and position of those questions in the instruction process. It was evident from the findings that teachers were good at choosing and planning for active teaching methods, but the majority of their lesson plans lacked IBA features, such as lesson objectives and choice of challenging tasks that can develop students’ higher order thinking skills. It was also evident from the findings in the classrooms that most teachers were seen to focus on helping students to remember what they learned in previous lesson; they used a mixture of learner-centred and participatory methods, dominated with closed-ended questions and emphasis of feedback. In short, there was some sort of similarity in the patterns of classroom practices and the way teachers conceptualize the meaning of IBA. The findings also indicate geography teachers hold a strong belief about teaching geography and IBA. Although they highlight challenges, they appear to limit the effective implementation of IBA such as teaching and learning facilities, time, language and negative perception of other education stakeholders towards IBA. Therefore, by highlighting the latent misconception of IBA that teachers have and the necessity of IBA in developing Tanzanian students’ skills needed for this 21st century, this research can help teachers’ trainers and policy and curriculum developers to develop ways to intervene for practical improvement.
"A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education."--On title page.
Thesis (Ph.D)--International Islamic University Malaysia, 2021.
Includes bibliographical references (leaves 189-207).