rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: implementation of inquiry-based approach in teaching geography among secondary schools in Tanzania
  name:
    name part: Athumani, Mushi Saumu
    role:
      role term: creator
    role:
      role term: author
  name:
    name part: Ismail Sheikh Ahmad
    role:
      role term: degree supervisor
  name:
    name part: Nik Suryani Nik Abdul Rahman
    role:
      role term: degree supervisor
  name:
    name part: International Islamic University Malaysia
    name part: Kulliyyah of Education
  type of resource: text
  genre: theses
  genre: Theses, IIUM local
  origin info:
    place:
      place term: my
    date issued: 2021
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xiv, 240 leaves : illustrations ; 30 cm.
  abstract: 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 cla…
  target audience: specialized
  note: by Mushi Saumu Athumani
  note: Abstracts in English and Arabic.
  note: "A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education."--On title page.
  note: Thesis (Ph.D)--International Islamic University Malaysia, 2021.
  note: Includes bibliographical references (leaves 189-207).
  subject:
    geographic code: f-tz---
  subject:
    topic: Inquiry-based learning
    geographic: Tanzania
  subject:
    topic: Geography
    topic: Study and teaching (Secondary)
    geographic: Tanzania
  classification: LB1027.23
  identifier: http://studentrepo.iium.edu.my/handle/123456789/11038
  record info:
    record content source: UIAM
    record creation date: 220411
    record change date: 20230510145825.0
    language of cataloging:
      language term: eng