This study investigates the effective implementation of Inquiry-Based Learning (IBL) in secondary mathematics classrooms in Zambia. Amidst growing global emphasis on lifelong learning and student-centered teaching approaches, IBL has emerged as a didactic method that fosters higher-order thinking, active engagement, and deep conceptual understanding. By bridging the gap between traditional teaching methods and contemporary educational demands, IBL encourages students to become critical thinkers and problem-solvers.
Using a concurrent triangulation mixed-methods research design, the study combines both quantitative and qualitative data to examine the extent of IBL implementation, the challenges teachers face, and the impact on student learning outcomes. The sample includes 40 students, 10 mathematics teachers, and 10 educational administrators from both rural and urban secondary schools across four districts in Lusaka Province.
Findings reveal that while some mathematics teachers demonstrate a strong command of IBL strategies—particularly in formulating higher-order thinking questions—others face moderate challenges in classroom execution, which in turn affects student learning. Notably, significant variations were observed depending on school location and type, suggesting that context plays a crucial role in IBL's effectiveness. The research confirms the positive correlation between the use of IBL and improved learning outcomes in mathematics, despite systemic and pedagogical hurdles.
- Citation du texte
- Anonym (Auteur), 2024, Inquiry-Based Learning in Secondary Mathematics Education in Zambia. A Mixed-Methods Analysis of Implementation and Learning Outcomes, Munich, GRIN Verlag, https://www.grin.com/document/1617287
