Self-conception of Physics Students in Secondary School of Kitui County, Kenya: An Inquiry-based Science Teaching Approach

This chapter sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners' self-concept of secondary school physics students and its effect in these learners's performance of Physics subject in the KCSE examination. The study was conducted in Kitui County, Kenya between the year 2020-2022. The study was guided by two theories Constructivist and the Self-Determination Theory. Inquiry-Based Science Teaching Approach is a method that combines the curiosity of students and the scientific method, which enhances the development of scientific creativity while learning, physics and increases learning outcome. The study applied Quasi-experimental research in which the researcher used Solomon's Four, Non-Equivalent Control Group Design. The design identified a comparison group that was as similar as possible to the treatment group in terms of characteristics.
The instrument used for this study was a Students' questionnaire on self- concept. The students' self- concept, questionnaire's reliability was recorded as 0.776 and was estimated using the Cronbach's coefficient alpha technique.
The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05. The study found that pupils taught using IBSTA and those taught using conventional methods had significantly different self-concepts. The study found that only role performance was not statistically significant among the four self-concept measures. As a result, the study finds that IBSTA helps pupils develop a positive self-concept. The findings also showed that inquiry-based science teaching approach changed the perception and conception of students towards physics. The approach encompassed methods that were able to engage the students which eventually lead to them enjoying and liking the subject. Physics teachers who use IBSTA to foster a culture that enhances students' engagement, elaboration, exploration, explaining, and evaluation skills should be rewarded by school administrators. This will improve students' learning outcomes by fostering creativity, motivation, competence, and the development of a positive self-concept. The development of a suitable policy for diploma colleges and universities that highlights the use of IBSTA in the Physics teacher trainee curriculum, the establishment of an environment that is supportive of IBSTA adoption and use in the classroom, and the work of KICD to design and implement a program for the induction and mentorship of practicing Physics teachers in order to equip them with the investigative skills that are essential to the implementation of IBSTA.