Improving Students’ Acquisition of Science Process Skills in Biology Subject: Moving Towards a Learner-Centred Classroom

Abstract

The purpose of this study was to investigate the effect of inquiry-based learning (IBL) on students’ level of acquisition of integrated science process skills (ISPS) in Biology subject. The objective of the study was to determine the difference between students’ level of acquisition of ISPS when taught using IBL approach and Traditional Learning approach (TL) in Biology. The Non-equivalent Control Group Post- test only Design was employed in the study as a quasi experiment. The study was carried out in Kesses Sub County of Uasin-Gishu County, Kenya where there has been persistent low achievement in Biology subject at KCSE level. The study sample comprised of 116 students selected from form three students from two mixed day secondary schools. The sampling techniques used were stratified, systematic and simple random sampling. The experimental groups received instructions through use of IBL approach and control groups using the TL approach. Biology Integrated Science Process Skills Questionnaire (BISPSQ) was used for data collection. The results of the study indicated that students in the experimental groups outperformed the control groups in the acquisition of selected science process skills. It was concluded that IBL had a positive output on students’ acquisition of integrated science process skills than the TL method. Teachers and students of Biology in Kenya should be encouraged to incorporate IBL in teaching and learning so as to enhance the acquisition of integrated science process skills.

Keywords: Inquiry-Based Learning (IBL); Acquisition of Biology Integrated Science Process Skills and Biology subject.