Perceptions and Performances of Secondary School Science Teachers' Inquiry-Based Methods of Teaching in Hawassa University Technology Transfer Villages

Abstract

The study investigated perceptions and performances of secondary school science teachers’ inquiry-based methods of teaching. The researchers employed a mixed approach with a descriptive cross-sectional survey design. The primary sources of data were principals, department heads, and teachers. The researchers selected the study subjects using availability, purposive, and stratified sampling techniques. The researchers’ collected the data using data collection tools such as questionnaires, interview, and observation from the sources The researchers analyzed quantitative data using frequency, percentages, mean, independent sample t-test and one-way-ANOVA. The data obtained through interviews and observations was qualitatively narrated under their main themes. The findings of the study revealed that science teachers positively perceived the use of inquiry-based teaching methods. Despite their positive perceptions, the practices of using inquiry-based teaching methods in science instruction were rare and that there was no a statistically significant difference of means of respondents. The major challenges that impeded teachers from performing inquiry-based teaching methods were lack of instructional materials, absence of laboratory equipment, chemicals, manuals, and lab-technicians, large class size,  lack of creativity and innovation among teachers  and  lack of teachers’ competences. Hence, the study recommended that college of education; district educational offices and schools should enhance teachers’ performance via devising necessary professional and pedagogical training.